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  1. Marilyn Strutchens
  3. Emily R. and Gerald S. Leischuck Endowed Professor and Mildred Chesire Fraley Distinguished Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. Auburn University, TEAM-Math MSP
  1. W. Gary Martin
  3. Professor of Mathematics Education
  4. Presenter’s NSFRESOURCECENTERS
  5. Auburn University

TEAM-Math

NSF Awards: 0314959, 0934821

2015 (see original presentation & discussion)

Grades K-6, Grades 6-8, Grades 9-12

In this showcase, we highlight the work that the TEAM-Math project has done to foster teacher leadership across grades K-12. TEAM-Math is a partnership of Auburn University’s College of Education and College of Sciences and Mathematics, Tuskegee University, and 14 school districts in east Alabama with the mission of “Transforming East Alabama Mathematics” (abbreviated as TEAM-Math). Over the past 13 years, TEAM-Math has received over $12 million to support its systemic change model, which includes professional development, teacher leader development, curriculum alignment, improvement of teacher preparation, and stakeholder outreach.

Most recently, TEAM-Math received two grants from the National Science Foundation to establish the TEAM-Math Teacher Leader Academy—$600,000 in 2008 to support 14 secondary mathematics teachers and $1.5 million in 2009 to support 22 elementary teachers with an interest in mathematics. Teachers selected to be fellows receive intensive professional development to stimulate their growth as teacher leaders, as well support for tuition to pursue graduate degrees at Auburn University. Secondary mathematics fellows pursued degrees in mathematics education, and elementary fellows pursued degrees in early childhood or elementary education, along with an Elementary Mathematics Specialist certificate. This cadre of teacher leaders has had a significant impact on improving mathematics instruction in their schools and districts and beyond. Furthermore, they serve as mentors for preservice teachers.

The TEAM-Math project leaders are: Dr. W. Gary Martin and Dr. Marilyn E. Strutchens, Co-Directors/PIs from the College of Education; Dr. Steven Stuckwisch (retired in 2014), Co-PI from the College of Sciences and Mathematics; Dr. Mohammed Qazi, Co-PI from Tuskegee University; and Dr. Kenneth Varner, Co-PI from Tallassee City Schools.

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Discussion from the 2015 Teaching & Learning Video Showcase (6 posts)
  • Icon for: Ben Sayler

    Ben Sayler

    Facilitator
    Professor of Physical Science and Mathematics
    May 11, 2015 | 12:07 a.m.

    I’m intrigued by your lessons learned — and especially the one about administrative support. Could you give some examples of administrative supports that have been especially helpful?

  • Icon for: Marilyn Strutchens

    Marilyn Strutchens

    Lead Presenter
    Emily R. and Gerald S. Leischuck Endowed Professor and Mildred Chesire Fraley Distinguished Professor
    May 13, 2015 | 04:04 p.m.

    Administrators have provided time for the teacher leaders to work with other teachers. District administrators in one of the districts allowed the fellows from their district to plan and provide professional development related to mathematics for the teachers in their districts.

  • Icon for: Ben Sayler

    Ben Sayler

    Facilitator
    Professor of Physical Science and Mathematics
    May 14, 2015 | 03:44 p.m.

    Super. Thanks! Do you provide any professional development for administrators to help strengthen their support? If so, could you describe how you involve them?

  • Icon for: Randy Kochevar

    Randy Kochevar

    Facilitator
    Senior Research Scientist
    May 11, 2015 | 06:45 p.m.

    This sounds like it has made some great opportunities? Has there been any assessment of the program’s impact at the student level? (i.e., has student learning improved in classrooms led by TEAM-Math instructors?)

  • Icon for: Marilyn Strutchens

    Marilyn Strutchens

    Lead Presenter
    Emily R. and Gerald S. Leischuck Endowed Professor and Mildred Chesire Fraley Distinguished Professor
    May 13, 2015 | 04:09 p.m.

    We have not collected data at the student level at this point. However we have heard many success stories from the teachers. They feel that they are better facilitators of their students’ learning because of the content and pedagogical knowledge that they have gained from being in the program. They also feel that they have been able to impact teachers in their buildings.

  • Icon for: Jackie DeLisi

    Jackie DeLisi

    Facilitator
    Research Scientist
    May 14, 2015 | 10:47 a.m.

    This sounds like a very promising project. Can you say more about how you have measured improvements in teachers’ mathematics instruction?

  • Further posting is closed as the event has ended.