Principals’ Leadership of Mathematics Teachers’ Professional Development

Leadership has long been recognized for having a significant impact on teacher learning. While research on development programs for mathematics teachers has suggested a change in focus from teachers being passive participants to becoming active learners in practice-based development programs, little is said about how this change in focus affects the principals’ role as leaders of teachers’ professional development (PD). In response to this, the presented study investigates how a Norwegian school management team facilitates and supports its mathematics teacher’s PD in their first year of participation in a particular practice-based development program.