Understanding the depth and breadth of knowledge, know-how and professional practice needed for teachers to develop into and become effective mathematics leaders will be the focus of this presentation. It will build on the work of Lee Shulman, who identified an essential overlap between teacher pedagogical knowledge and mathematical content knowledge, which he identified as pedagogical content knowledge. The presentation will tap into the presenter’s experiences of co-designing and facilitating professional learning for participating primary school teachers in the maths focused stream of the Victorian Department of Education’s PMSS initiative. It will explore the question: What might it really take to develop mathematics leaders? At the heart of this presentation will be a graphic representation, or map, of the developmental territory which the presenter will propose mathematics leaders need to navigate, immerse themselves, understand and act on. The territory depicted via the map is multi-dimensional, multilayered and interconnected.

Key takeaways:
1. A single page representation of the developmental territory that prospective maths leaders will need to navigate and embrace to grow into their roles.
2. An illustration of a developmental trajectory for maths leader in the context of an initiative designed to achieve sustained school-wide improvement in mathematics (PMSS).
3. Insights from PMSS participating teachers and Principals.