Sarah Quebec Fuentes

My book about small-group discourse in mathematics has just been published by NCTM.

How have you adapted your science or mathematics instruction to deal with the COVID-19 pandemic? EJRSME Special Call for Papers ejse.southwestern.edu/announ…

#satchat Thank you all for your thoughtful ideas

A6. Refer to the table that includes organizations in the different content areas and the practitioner journals published by those organizations for a good list of resources. These are also good resources to share with the teachers on your campus. #satchat

A5. We found that leaders were able to identify gaps in their LCK; but, they did not typically address those gaps in their learning plans. No one can do everything at once. The LCK challenge is a way to purposefully address these gaps over time. #satchat

When in an area of mismatch, some leaders broker both human and material resources. However, leaders still need a modicum of LCK to effectively broker. For example, how can a leader judge whether a mentor teacher is modeling effective practices? #satchat

Leaders cannot be expected to learn everything across all of the content areas. Instead, the idea with developing Leadership Content Knowledge (LCK) is to focus on the big pedagogical ideas in a particular content area. #satchat

A4. For the LCK challenge, activities over the year include joining an organization, reading a practitioner journal, reading two books, and attending a conference all in the identified focus area. See the graphic that summarizes this activity. #satchat

A4. We propose the Leadership Content Knowledge (LCK) Challenge. For the LCK Challenge, leaders identify a focus content area (e.g., math, ELA, etc.) and over the period of one year build their knowledge in this area. #satchat

A4. In our research, some leaders identified gaps in their knowledge, but relied on the idea that “good teaching is good teaching.” We believe that leaders can address their identified gaps in a feasible and accessible manner. #satchat

A3. In areas of match, teachers received more robust and substantive feedback. Although teachers valued all types of feedback, they especially desired feedback that attended to content-specific practices in order to improve their instruction. #satchat

A3. Our study participants discussed a range of types of feedback that they received from leaders. In areas of mismatch, teachers often received atmospheric feedback or feedback on crossover practices. #satchat

A2. Leaders often come to their position with expertise in one content area or grade band. The idea of developing such knowledge in other content areas/grade bands can feel daunting. #satchat

A2. Leaders have to balance multiple demands on their time. Sometimes the responsibilities related to instructional leadership take a back seat to other (also important) matters. One of our study participants referred to this as “choosing keeping the lights on.” #satchat

A1. An instructional leader attends to collaboratively improving instruction on campus. To do so, leaders continually work to build their knowledge across subject areas/grade bands over time. #satchat

Good morning. This is Sarah Quebec Fuentes. I am a mathematics teacher educator and was a high school mathematics teacher. One of my research areas is instructional leadership.

The Electronic Journal for Research in Science and Mathematics Education (EJRSME) is seeking a team of science and mathematics education scholars who are willing to serve as reviewers. If you would like to join the EJRSME team, please reply: forms.gle/XLZwthMC6WqVrrTn8