Cultivating Elementary Mathematics Specialists (CEMS) is a 5-year project aiming to develop highly effective elementary mathematics teachers and teacher leaders in school districts across the state of Alabama. The project provides elementary teachers with online professional development focusing on their growth and work as Elementary Mathematics Specialists. Check out the map showing our statewide impact in crimson.
What Is CEMS?
Funded by the National Science Foundation, this project brings together in partnership The University of Alabama’s Elementary Program in the Department of Curriculum and Instruction, the Department of Mathematics, multiple school districts, and two non-profit organizations. CEMS aims to prepare and support Elementary Mathematics Specialists who are: implementing research-based ambitious mathematics teaching practices, using effective coaching practices, and engaging in teacher leadership to support systemic change in their schools, districts, and communities. View the project description below.
Who Is Involved?
CEMS involves UA faculty Drs. Susan Auslander, Amanda Cramer, Cailin Kerch, Martha Makowski, and Laura Erin Watley and Program Director Carla Marchant, partnering with school districts and the non-profits Ed Farm and the Association of Mathematics Teacher Educators. View our team and the elementary teachers participating as Master Teaching Fellows at the links below:
Project Description
CEMS provides sustained, intensive, and evidence-based professional development, striving to develop mathematical content knowledge, pedagogical knowledge and capabilities, productive beliefs, and leadership skills of an Elementary Mathematics Specialist (EMS). Learning experiences include some focus on digital literacy and computer science integration.
Over 5 years, 18 Master Teaching Fellows participate in online professional development focused on their growth and work as EMSs, including:
- Seven courses in UA’s Ed.S. in Elementary Education Program, of which five emphasize integrated elementary mathematics content and pedagogy and two focus on coaching and teacher leadership
- Professional Learning Communities that meet monthly during the school year as well as individual mentoring, collectively supporting mathematics teacher leadership and classroom instruction
As EMSs, the Master Teaching Fellows will implement research-based ambitious mathematics instruction in their classrooms and serve as mathematics teacher leaders in a variety of ways, such as:
- Coaching and mentoring novice teachers and teacher candidates
- Designing and facilitating professional development, including that focused on digital literacy and computer science integration
- Connecting with and supporting parents, caregivers, and families in support of student learning
- Supporting the broader community, including through the non-profits Ed Farm and the Association of Mathematics Teacher Educators
- Serving on school-, district- or state-level committees focused on curriculum and assessment
- Designing and sharing instructional resources
In addition, CEMS aims to bolster teacher retention and induction in high-need school districts and situate teacher candidates in a hiring pipeline. Research using mixed methods will explore how the program learning experiences foster the teachers’ growth as EMSs as well as how they implement and navigate leadership in their contexts.
For more information about CEMS, contact Susan Auslander at susan.auslander@ua.edu.
Support for this work was provided by the National Science Foundation’s Robert Noyce Teacher Scholarship Program under Award No. 2447955. Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.