https://openjournals.libs.uga.edu/tme <p><em>The Mathematics Educator</em> strives to provide a forum for collaboration of mathematics educators at varying levels of professional experience. Its purpose is to promote the interchange of ideas among the mathematics education community, locally, nationally, and internationally and to present a variety of viewpoints on a broad spectrum of issues related to mathematics education.</p> Mathematics Education Student Association en-US THE MATHEMATICS EDUCATOR 1062-9017 <p>Authors contributing material to The Mathematics Educator retain copyright for their work. Authors consent to license their work for dissemination by TME. All contents of The Mathematics Educator are licensed under a <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</p> <p><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png" alt="Creative Commons License"></p> https://openjournals.libs.uga.edu/tme/article/view/3621 <p>As grading reform efforts such as standards-based grading and grading for equity gain popularity, school leaders play a key role in supporting mathematics teachers' implementation efforts. This paper will describe what mathematics leaders need to know about grading reform and what mathematics leaders should do to support teachers in implementing grading reform. By developing teachers’ deeper understanding of curriculum, instruction, and assessment, assisting teachers in shifting mindsets from quantifying to qualifying learning, and improving math proficiency communication, leaders can better navigate grading reform in their schools. With proper support and guidance, teachers can assign grades that better reflect students' mathematical knowledge and skills.</p> Matt Townsley Chad Lang Copyright (c) 2025 Matt Townsley, Chad Lang http://creativecommons.org/licenses/by-nc-nd/4.0 2025-02-13 2025-02-13 33 1