Sentences with phrase «mathematics teacher professional development»
Collective learning is a significant focus in research and development in mathematics teacher professional development.
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Prior to joining McGraw - Hill, Chris served as president and chief executive officer of Math Solutions, based in Northern California, the leading provider of mathematics teacher professional development in the U.S..
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«As a first step, we need to support these teachers, putting money and resources into professional development to build their capacity to teach in an engaging way, opening up students» minds to the power and the possibilities of mathematics.»
Across studies, teacher professional development in mathematics showed significant positive effects on student learning.
The linchpin of the state's work has been providing incentives for districts and schools statewide to adopt and implement a high - quality and coherent curriculum, particularly in English language arts (ELA) and mathematics, and to use that curriculum as the hook on which everything else hangs: assessment, professional development, and teacher training.
Although the NCTM has always focused on ways to improve professional development for mathematics teachers, such as developing standards for mathematics, Stiff said, more needs to be done.
CPD sources and associations • The National Centre for Excellence in Teaching Mathematics (www.ncetm.org.uk) • T3 — teachers teaching teachers to provide professional development for the appropriate use of educational technology in the teaching and learning of mathematics and science (www.tcubed.org.uk) • The Training and Development Agency CPD database (www.cpdsearch.tdevelopment for the appropriate use of educational technology in the teaching and learning of mathematics and science (www.tcubed.org.uk) • The Training and Development Agency CPD database (www.cpdsearch.tDevelopment Agency CPD database (www.cpdsearch.tda.gov.uk).
In addition to research - based recommendations, it offers insights on establishing or improving programs based on the author's many years of experience as a mathematics teacher, mathematics teacher educator, and professional development provider for mathematics education.
Her recent research focuses on: teacher professional development, instructional coaching, teacher evaluation, changes over time in teachers» mathematical knowledge and instructional quality in mathematics, and the teacher experiences and characteristics that lead to high - quality instruction and stronger student outcomes.
NUMBERS is an interactive, hands - on mathematics professional development offering for elementary and middle school math teachers.
She does this with her colleagues by providing teacher professional development for K - 14 educators in science, mathematics, reading and writing, and modeling and testing new designs within college outreach programs — including statewide Early Academic Outreach Programs (EAOP) and federal TRIO programs such as Upward Bound.
In this seminal work, the researchers surveyed 1,027 teachers involved in nationally funded science and mathematics professional development programs for teachers.
Our findings suggest that teachers would benefit from professional development in mathematics curriculum and instruction and in learning to lead more - diverse classrooms.
Access a professional development program designed for leaders of elementary teachers of mathematics.
REVIEW: This online professional development resource for middle school mathematics teachers offers more than two hundred recommended investigations for teachers to solve and then adapt for use with their students.
As federal officials weigh proposals to improve the quality of mathematics and science education, a new report highlights state - led efforts to recruit new teachers into those subject areas and boost their skills through professional development programs.
Insight in action As part of community - engagement work that accompanied district reform efforts, teacher leaders worked on district mathematics committees, facilitated grade - level meetings, presented at school board meetings, led professional development sessions and took on many other leadership roles.
With detailed teacher background material rich in science and mathematical content, descriptions of the pedagogical content knowledge needed to teach and assess effectively, and explicit links to the core ideas in the standards and research on learning science and mathematics, these books can transform teaching and learning in your classroom or professional development setting.
As partners in the professional development (PD) sessions, the math teachers learned new, authentic applications of mathematics.
She is a Senior Mathematics Associate at the Education Development Center (EDC) where she is the implementation director for the Pathways to Mathematics Achievement Study and is a mathematics specialist for the NSF - funded Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD) projects.
Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.
Insight in action A program designed to prepare and support middle and high school science and mathematics teacher leaders featured five major strands: content knowledge, leadership skills, theory and practice of professional development, facilitating collaborative groups, and mentoring / coaching.
Insight in Action In efforts to reform a district's entire K - 12 mathematics program, it was the teacher leaders» role to learn the lessons taught as part of the program's professional development and then teach the lessons in their own classroom.
As a strategy employed by teacher leaders, professional development may be used for various purposes such as supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledge.
We developed Prime Online based not only on the literature related to mathematics teacher knowledge and professional development that supports teacher knowledge growth but also on the literature related to online learning and oTPD.
There is a need in teacher preservice training and professional development for greater acknowledgement of the verbal aspects of mathematics and the subject's inextricable link to language.
Goal: To provide teachers with professional development focused on fostering students» abilities to make mathematical connections and use effective and appropriate representations in mathematics.
Bliss (1999) found that teacher leaders in mathematics were more likely than teacher leaders in science or English to be engaged in instructional leadership practices, including providing professional development for teachers.
To design or adapt quality professional development in mathematics and science, teacher leaders need a solid understanding of the content so that they understand and can anticipate how teachers will engage with and learn that content.
Yost et al. (2009) reported in a study of teacher leadership in mathematics and reading, content expertise was one factor that supported teacher leaders who were responsible for leading professional development in their middle schools.
The Prime Online oTPD program was developed as the result of a collaborative effort between three teacher educators and researchers with expertise in special education, mathematics education, and teacher professional development with a focus on teacher inquiry.
Insight in action Principals and some superintendents attended Lenses on Learning, a professional development program in mathematics for administrators, and brought this experience to discussions with their teacher leaders about what needed to change in the school in order to facilitate improved student achievement (e.g., schedules to enable longer mathematics and science classes).
Teacher leaders must understand the mathematics and science content and materials around which the professional development is focused, but knowledge alone is not sufficient.
Oehrtman et al. (2009) found that teacher leaders in mathematics and science with strong content area expertise were more effective in facilitating professional development to improve teachers» understanding of pedagogy than teacher leaders without such expertise.
The teachers in the counterfactual condition engage in practice - as - usual with respect to professional development and mathematics instruction.
Although the teachers received professional development on how to use the IWB, all but 2 hours of it was focused on functionality or use in other subjects, such as mathematics and reading.
Students whose teachers receive professional development in higher - order thinking skills are 40 % of a grade level ahead of students whose teachers lack such training in mathematics.
20 teacher teams attend a one - week institute to deeply explore elementary mathematics and to design site plans for professional development to share strategies and content with colleagues in their schools.
As their Table 6 shows (p. 20), the regression coefficients related to these three areas of «statistically significant» influence on teachers» students» test - based performance on the new PARCC and SBAC mathematics tests (i.e., more professional development days, more classroom observations with explicit feedback tied to the Common Core, and the inclusion of Common Core - aligned student outcomes in teacher evaluations) yielded the following coefficients, respectively: 0.045 (p < 0.01), 0.044 (p < 0.05), and 0.054 (p < 0.01).
Through subject - specific professional development and subsequent use of interactive lessons, the teachers felt confident in their ability to use, but not create with, the IWB in mathematics.
In recent years, the U.S. government has funded dozens of cluster - randomized trials that seek to evaluate the impact of science, technology, engineering and mathematics (STEM) curriculum materials and teacher professional development on student outcomes.
They assert first that «In mathematics, [they] identified three markers of successful implementation: more professional development days, more classroom observations with explicit feedback tied to the Common Core, and the inclusion of Common Core - aligned student outcomes in teacher evaluations.
With the recent launch of four new lesson plans, in addition to a professional development training video and an archived webinar focusing on project - based learning and 21st century skills, TGR EDU: Explore is rapidly expanding its library of transformative content for teachers, students and families in the areas of STEM (science, technology, engineering and mathematics) and college - access.
Both teachers had participated in multiple professional development sessions emphasizing the use of an IWB in mathematics instruction.
When a group of researchers invited a group of teachers and former teachers to watch, rate, and discuss videos of mathematics teaching, participants» reaction to the experience made it clear that this sort of professional development had potential.
Teachers» developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development.
Here are some suggestions for how teachers can help students address these three critical questions, with examples from teachers who have participated in the Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) project, a professional development and research project for middle school mathematics tteachers can help students address these three critical questions, with examples from teachers who have participated in the Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) project, a professional development and research project for middle school mathematics tteachers who have participated in the Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) project, a professional development and research project for middle school mathematics tTeachers and Students (FACETS) project, a professional development and research project for middle school mathematics teachersteachers.
Our bespoke continuous professional development (CPD) programmes are now running in English, mathematics, physics, chemistry, geography, history, and French, with over 100 teachers having participated so far.
Ultimately, the professional development program focused on the current standards in science and mathematics at respective grade levels in order to incorporate seamlessly the educational game into the teachers» current pedagogical practices.
She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students and mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students; both studies are funded by NSF.