<%3fxml version="1.0" encoding="iso-8859-1"%3f> The North Carolina Partnership for Improving Mathematics and Science - The Lead Teacher Model
The Lead Teacher Model
Written by Administrator   
Thursday, 10 January 2008
The Lead Teacher, or cascade, model is established to build leaders of mathematics instruction for schools and districts. Each elementary school with a K-5 grade span has one or more NC-PIMS Lead Teachers assigned to be trained in, and to conduct, mathematics professional development during the school year. NC-PIMS Facilitators work with the Lead Teachers to assist them in their preparation to take a leadership role in mathematics for their schools. Lead Teachers for grades 6-12 provide mathematics leadership to their peer teachers through professional development delivered at the district level.  

NC-PIMS Leadership Development session at Fayetteville State University, February 2007

Professional Development of Lead Teachers

In Year 5, among all 12 district partners, there have been 239 K-5 Lead Teachers serving 177 elementary schools and 55 Lead Teachers of Grades 6-12 serving 145 middle and high schools.  All of the Lead Teachers participated in leadership development and mathematics workshops to prepare them for conducting the 12-hour workshops for their mathematics teacher-colleagues.  The preparation, which concluded in July 2006, prepared Lead Teachers to deliver the 12-hour workshops during Year 5 (2006-2007). The Data with Measurement workshop was delivered to all K-5 teachers in the partner districts, and the Geometry workshop was delivered to all 6-12 mathematics teachers.  The leadership development during Year 5 included two days in spring 2007 and three consecutive days during June or July 2007 to deliver the Measurement workshop to K-5 teachers and Mathematical Modeling to 6-12 mathematics teachers.  These 12-hour workshops will be conducted during the 2007-2008 school year. 

With Facilitators’ assistance, the 294 Lead Teachers have provided support for the mathematics professional development conducted in their schools and districts during Year 5 and have set the stage for the next step in the leadership development of Lead Teachers to be implemented in the 2007-2008 academic year.  This next step for leadership development began in February 2007 at each of the three university/district regions with a focus on the formation of Classroom Communities of Mathematical Inquiry.  In this context, the two days have included work on the essential components of a classroom community of mathematical inquiry and learning, learning mathematics while one teaches it, and ways to set up a class for mathematical inquiry.  During June and July 2007, Lead Teachers continued their professional development in preparation for conducting a 12-hour workshop on Measurement (K-5) and Mathematical Modeling (6-12).  The latter two 12-hour workshops will be conducted by Lead Teachers during the academic year 2007-2008, with most being completed during fall 2007.

The total number of targeted participants and the number of hours of instruction or training that each have received by the end of Year 5 [September 30, 2007] is shown in the table below.


Number of Instructional Contact Hours for Participants Completed Through Year 5





(1)-Weekly Professional Development

(2)-Graduate-Level Mathematics Courses

(3)-Curriculum/School Leadership Training

(4)-School/District Mathematics/ Science Workshops

Facilitators (Mathematics Only)





Included in Column 1


K-5 Lead Teachers



96 [2 courses]



6-12 Lead Teachers






Regional Lead Teachers






K-12 Classroom Teachers of Mathematics











* New Lead Teachers in 2006-2007 are not included in the tabular counts; NA= Not Applicable

**Based on average number, annually, taking attrition into account



East Carolina University Support for MAEd in Mathematics Education

In support of NC-PIMS, East Carolina University provided free tuition and fees for 18 K-5 Lead Teachers who are scheduled to complete all requirements for the MAEd in Mathematics Education in summer 2007.  These students have been able to apply the NC-PIMS courses toward their degree work.  The teachers represented six of the NC-PIMS partner districts.


Last Updated ( Thursday, 10 January 2008 )