by Nancy Berkas and
Cyntha Pattison (News Bulletin, January/February 2007)
To close the
achievement gaps in mathematics, we need educators who have a passion to teach
and to continue to learn. We also rely on those with a passion to lead. As we
prepared this column on leadership, we came upon the following paragraph in an
NCTM news release:
The National Council of Teachers of Mathematics is
a public voice of mathematics education, providing vision, leadership, and
professional development to support teachers in ensuring mathematics learning
of the highest quality for all students. With 100,000 members and 250
Affiliates, NCTM is the world’s largest organization dedicated to improving
mathematics education in pre kindergarten through grade 12. The Council’s Principles
and Standards for School Mathematics includes guidelines for excellence in
mathematics education and issues a call for all students to engage in more
challenging mathematics. NCTM is dedicated to ongoing dialogue and constructive
discussion with all stakeholders about what is best for our nation’s students.
After we read this,
our column began to write itself. We believe that mathematics education
professionals are very fortunate to have a professional organization like NCTM.
The Council’s dynamic and innovative leadership gives great support to our
efforts to decrease the achievement gaps in mathematics. In addition, NCTM
serves as a conduit through which the work of influential organizations— such
as the Mathematics Association of America (and its affiliates), the National
Council of Supervisors of Mathematics, and the Association of State Supervisors
of Mathematics—finds its way to teachers and students throughout the world.
As we reflect on NCTM
and, in recent years, the Council’s bold initiatives, we marvel at the ability
of the organization to function as effectively as it does. When we think about
the diversity and the transient nature of those who serve in NCTM’s elected and
appointed offices, the myriad of volunteers who carry out NCTM initiatives, and
the seemingly invisible—yet highly functioning—headquarters staff, we wonder
how this “leaderfull” organization continues to drive the discourse, the debate,
and the actions in mathematics education.
We would certainly be
remiss if we did not mention a prime example of NCTM’s leadership—the newly
released Curriculum Focal Points for Prekindergarten through Grade 8
Mathematics. Despite some media misinformation and hype, we have already
begun to see disparate parties coming together by using Curriculum Focal
Points. Those who once profited from the “math wars” rhetoric have lost
much of their impetus, since both “sides” are finding room for their
understandings and perspectives in the Curriculum Focal Points. It is so
exciting to be in the field to see this happening.
We liken NCTM to the peloton
in the Tour
de France. This main group of riders in the race is made up of
the best teams and individuals in cycling. Some have recognizable names, some
have fortunes to be made, but all are necessary to the success of the race. At
any given point, a few will lead and get so far ahead that it seems the others
will never catch up. However, by working together, the riders in the peloton
are able to bring themselves up to the leaders. In the same way, we have
created a professional organization that functions like the peloton, pushing
onward to make success a possibility for all students.
No matter what role
we play in this great adventure called education, to ignite the passion to
learn in students, we must also embrace the passion to learn ourselves.
Our question today
is, how can we optimize the impact of NCTM; how can we bring more and more
leaders into the peloton? We sincerely and passionately believe that increasing
the breadth and scope of NCTM is our best chance to reach all students.
The Council has made
significant inroads to develop new leaders. In recent years, NCTM expanded the
number of Student Affiliates from colleges. The continuing challenge is to find
a place for all the potential leaders in the Council’s efforts. How can we
reach out to high school students who hope to become teachers? Can we design
and foster high school organizations? And are we using the retired mathematics
professionals in an organized and efficient manner? Do we have leaders who are
focusing on helping our colleagues teach students with special needs? Are we
leading the discussions about supplemental programs in buildings or districts
that do not meet the Annual Yearly Progress requirements in mathematics? Why
aren’t suburban areas, with all their resources, hotbeds of innovation?
Such questions about
how to develop and make good use of leaders compel us to look back at some of
the successes that NCTM has achieved. Through past initiatives we have learned
the following about leaders:
·
Leaders get involved
in professional organizations. The first step toward becoming a leader is to
become a member; engaging in the organization’s activities is the next step.
·
Leaders spend time
with the materials as learners before they pilot, before they adopt, and before
they train others. Teaching mathematics to children who will live in a time we
cannot even imagine requires us to study and learn right along with them. As
leaders, we must remember that the mathematics we teach should not and cannot
look like the math we had as students.
·
Leaders sometimes
have to take the proverbial bull by the horns and fight for what they know is
right for children. As teachers, supervisors, principals, college professors,
researchers, and education professionals, we cannot afford to act as if we are
victims of an unenlightened system. Showing respect for someone else’s beliefs
does not mean doing things that are not good for our students.
·
We can understand
that change takes time—but we have given change 30 years to close the
achievement gaps in mathematics. Now the leaders among us have got to push
change and push our colleagues. Every one of us who knows about mathematics must
lead with passion and expect our colleagues and friends to do the same. To
respect others who do not move and do not lead is not really respect at all.
·
The time is now. If
we are going to close the achievement gaps in mathematics leaders need to lead
and all others should aspire to lead.