How informal elementary teacher leaders in mathematics are positioned in advice and information networks

Abstract

In this article, we examine how elementary classroom teachers who are pursuing their Elementary Mathematics Specialist certification—who we refer to as Elementary Mathematics Specialists in Training (EMSTs)—are positioned in their advice and information networks for mathematics. Analyzing the advice networks of six elementary schools in one district, we found that EMSTs were sought out by more individuals than other teachers, and when sought out by others, provided advice at a greater frequency than formal leaders. EMSTs' advice‐interactions were often with grade‐level peers, with interactions in the same grade occurring at a greater frequency than those spanning grade levels. We also found that, in the school with a formal mathematics‐specific leader, advice interactions were primarily directed at the formal leader, including the advice‐seeking of the EMSTs at that school. Based on our findings, we conclude with implications for how teacher education programs and school administrators can support mathematics teacher leaders in enacting leadership from their classrooms.