School and District Utilization of Mathematics Specialists Who Have Returned to the Classroom

教师专家可以在提高其他教师的教学内容和教学内容知识方面发挥重要作用。 通过NSF和其他资助，越来越多的领导干部准备为其他教师提供这种支持。 然而，随着地区面临越来越多的预算限制，行政人员经常重新分配这些专家全职教学的责任。本项目将研究参加DRK-12支持的强化教育计划的小学数学专家是否继续提供领导，当他们返回全职教学。 研究问题是：1）专家教师以何种方式继续在他们的学校，地区和国家使用他们的领导专长？2)地区行政人员、建筑管理人员和教师如何塑造专业教师的领导机会？还有哪些因素塑造了这些机会？3)专家教师对学校领导文化有何影响？ 这些问题的答案将有助于确保对领导力发展的大量投资继续产生回报，即使接受培训的个人不再担任正式的领导职务。

Teacher specialists can play an important role in enhancing the content and pedagogical content knowledge of other teachers. Through NSF and other funding, a growing cadre of leaders are prepared to provide such support to other teachers. However, as districts face increasing budget constraints, administrators often reassign these specialists to full-time teaching responsibilities.This project will study whether elementary mathematics specialists who participated in an intensive educational program supported by DRK-12 have continued providing leadership when they returned to teaching full-time. The research questions are: 1) In what ways are specialist-teachers continuing to use their leadership expertise in their school, district, and state? 2) How do district administrators, building administrators, and teachers shape specialist-teachers' opportunities for leadership? What other factors shape these opportunities? 3) What is the impact of specialist-teachers on their schools' leadership culture? Answers to these questions will help to ensure that substantial investments in leadership development continue to yield returns, even when the individuals trained are no longer in formal leadership positions.