As math teachers, we are constantly navigating the challenges of engaging students, enhancing their understanding, and fostering a love for mathematics.

Not to mention, as math teachers, we also have to navigate:

Report cards.
IEPs.
Supervision schedules.
Attendance procedures.
Checking emails. 
Following new initiatives. 
Grading
Lesson planning
Designing our own curriculum. 
Parent meetings.
Research new teaching methods. 
Attending staff meetings.
Attending PLCs. 

And there is more, …. every…. day.

No wonder when our math coach, math coordinator, or curriculum consultant shows up in our classroom we feel like crying and feel overwhelmed.

“Here we go, what else can I add to my plate?”

If our administrators, coaches, consultants, superintendents, or directors expect us to change our teaching practice then they have to realize that every interaction we have with them should make us feel like they are removing things from our plate instead of adding them.

While removing tasks and responsibilities is not always an option, our leaders need to frame the support they offer as always removing a “pebble in our shoe”.

Just as ALL our students want to succeed in our classrooms, we teachers ALL want to improve our craft. We just need to feel like it is worth the messy and uncomfortable change.

Most mathematics teachers don’t make the effort to change because for them, they haven’t been convinced it’s worth it….yet.

Here are three important factors we need when building trust with our coaches and mentors.

Effective Listening and Goal Setting

An impactful leader is one who listens more than they speak. By listening to our experiences and concerns, leaders can provide tailored support that aligns with our specific needs. Furthermore, we appreciate when leaders engage with us in goal-setting conversations. These discussions should be a collaborative effort, focusing on achievable objectives that drive our development as math teachers.

Non-Verbal Communication: A Silent Guide

Non-verbal cues often speak volumes. Teachers value leaders who are aware of their body language and the messages they send through their actions. A supportive nod, a thoughtful pause, or an encouraging smile can make a significant difference in how we perceive feedback and guidance.

The Role of Principals in Fostering a Mentoring Culture

Principals play a pivotal role in creating an environment conducive to effective mentoring. Teachers look forward to working in a school where continuous learning is encouraged, and where there’s a strong culture of mentorship. This involves not just one-on-one coaching, but also fostering a community where we, as math teachers, can share experiences, strategies, and challenges with each other.

How To Build Psychological Ownership with Math Teachers

We know our subject is unique. The beauty of learning mathematics lies in its messiness and rigour. To convey this beauty, we must feel an intimate connection with our curriculum, our teaching methodologies, and our students’ learning process.

This is psychological ownership – a feeling that we are not just part of the system, but that we are shaping it with our knowledge, skills, and passion.

Teachers will move to make changes in their classroom for the betterment of students if they feel they have psychological ownership in their work.

Control: The Foundation of Our Empowerment

Control over our teaching environment is paramount. We must advocate for the autonomy to choose our teaching materials, to design our assessment methods, and to pace our curriculum. This control allows us to tailor our teaching to the unique needs of our students, fostering a more effective and engaging learning experience.

Intimate Knowledge: Our Secret Weapon

As math teachers, we need to be on the “ground floor” of educational developments. This means not just understanding the curriculum, but shaping it with the latest research and innovations in math education. Teachers should have a role in shaping the direction of the professional development that they take part in. Teachers should be included in discussions of any mission statements or vision planning for future of mathematics learning in their schools and districts. Our intimate knowledge of the subject and our students’ needs empowers us to make informed, impactful decisions. With this level of ownership teachers feel invested in change.

Time and Effort: The Seeds of Lasting Change

Investing time and effort in our initiatives is not just a commitment but a cultivation of our teaching practice.
When teachers dedicate time and effort to an initiative they need reassurance that the work they are doing is the right work and that it’s not wasteful.

New initiatives are implemented each year in mathematics classrooms and it’s hard for teachers to know which work is worth the time and effort. When leaders switch initiatives too often it tells educators that the last initiative was not that important. This often leads to teachers not being invested in the newest initiative since it’s likely that it too will be swapped for the new thing in the next year.

Leaders need to allow for skills, learning, and competence to develop over time. Show our teachers that each idea you bring them is worth the change.

Summary

The crux of our plea is for educational leaders – be it coaches, coordinators, or consultants – to approach their support role in a way that lightens our load, rather than adds to it. We stress the importance of two key components for effective support: Relational Trust and Psychological Ownership.

Relational Trust is fundamental, requiring leaders to actively listen, understand our unique teaching styles, and build trust through consistent, empathetic interaction. Psychological Ownership emphasizes our need for control and intimate involvement in our teaching practices and curriculum development. We call for consistency in initiatives and genuine involvement in shaping our professional growth.

By acknowledging and addressing these needs, educational leaders can significantly impact our willingness and ability to embrace change and improve our teaching practices, ultimately benefiting our students.