2016 emst&tl Principal Survey

2. School *This question is required.

3. Briefly describe the most notable/visible/beneficial outcomes in your building(s) as a result of having regular access to and the support provided by an elementary mathematics specialist/instructional leader? *This question is required.

4. Rank (order) from 1-6 (with 1 being the highest rank and 6 the lowest) the importance of the following elementary mathematics specialist/instructional leader responsibilities: *This question is required. Order the items from the following list. First select an item with the spacebar to show a menu of possible ranking positions. Next, click a ranking position to order it in the ranked list. Note the menu will display more ordering options as you add items to the ranked list.

Professional Development (e.g. planning for, implementing, assessing)
Direct service to teachers (e.g. mentoring, co-teaching, etc.)
Direct service to students (e.g. teaching, tutoring, etc.)
Providing mentoring and other assistance to new and/or 1st year teachers
Administrative duties (please provide examples in question #5 below)
Other duties (please provide examples in question #6 below)

5. Please provide examples of prevalent administrative duties (from question #4):

6. Please provide examples of the most common "other" duties (from question #4):

7. To what extent do you support your mathematics specialist/instructional leader?

1 - Not at all	2	3 - Moderately	4	5 - A lot
1 - Not at all	2	3 - Moderately	4	5 - A lot

8. Provide one example of how you regularly support the work of your mathematics specialist/instructional leader.

9. What do you need to be able to provide more support for the work of the mathematics specialist/instructional leader in your building?

10. What are you thoughts regarding the need to sustain the mathematics specialist/instructional leader position in your building and/or school district?

11. Is there evidence to sustain the position of a building-based math leader?

12. If yes, what evidence?

13. If not, what evidence is needed to sustain such positions?

14. What do you suggest in terms of advocacy for mathematics specialist/instructional leader positions? How do we "sell" these positions? How doe we "grow them? Please provide a specific suggestion.

15. Provide any final comments you would like to make regarding particular challenges you note regarding the impact of elementary mathematics specialists/instructional leaders.