Primary school mathematics leaders as brokers of professional learning

Continuing professional development and learning (CPDL) is key to educational quality and teacher retention, yet the remodelling of England’s school system in recent years has shifted roles and responsibilities for this important work. This article reports on a recent investigation into the CPDL work of mathematics subject leaders in 19 primary schools in three locality case studies, drawing on analysis of 57 interviews and using Harris’ four dimensions of teacher leadership. The parameters of their CPDL work, and the support that leaders receive to do it, varies by school type, but they are commonly considered as experts in, and brokers of, mathematics-subject and pedagogic knowledge in their schools. Relational and participative teacher leadership approaches were less common. The authors argue for stronger recognition of the growing responsibilities of primary mathematics subject leaders and improved training for the role, including access to stable subject leader networks and external sources of innovation.