The Mathematics Teaching Portfolio: A Reflective Tool for Developing Professional Growth and Improving Classroom Practices

2009 ◽  
pp. 51-65 ◽  
Author(s):  
Rose Spanneberg
Keyword(s):  
Mathematics Teaching ◽  
Professional Growth ◽  
Classroom Practices ◽  
Teaching Portfolio

The Decision-Making Protocol for Mathematics Coaching: Addressing the Complexity of Coaching With Intentionality and Reflection

2019 ◽  
Vol 7 (2) ◽  
pp. 27-43 ◽  
Author(s):  
Courtney Baker ◽  
Melinda Knapp
Keyword(s):  
Decision Making ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Classroom Practices ◽  
Success For All ◽  
Classroom Teachers ◽  
Mathematics Coaching ◽  
Mathematics Coaches ◽  
Mathematical Success ◽  
Coaching Activities

More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the work of coaching. This article details the implementation of the Decision-Making Protocol for Mathematics Coaching (DMPMC) across 3 cases. The DMPMC is a framework that brings together potentially productive coaching activities (Gibbons & Cobb, 2017) and the research-based Mathematics Teaching Practices (MTPs) in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and aims to support mathematics coaches to purposefully plan coaching interactions. The findings suggest the DMPMC supported mathematics coaches as they worked with classroom teachers while also providing much-needed professional development that enhanced their coaching practice.

The Power of Two-MTMS and You

1998 ◽  
Vol 4 (1) ◽  
pp. 6-7
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Student Learning ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Classroom Practices ◽  
Regular Part ◽  
Additional Issue ◽  
Academic Year

Welcome to volume 4 (22) of Mathematics Teaching in the Middle School (MTMS)! In it you will find several new features as well as old favorites that have been a regular part of MTMS since its inception. Among these is the inclusion of one (20) additional issue. which increases to eight (23) the number of journals arriving in your mailbox this academic year. In addition, look for exciting articles about innovative classroom practices. professional development, and student learning to empower your teaching and energize your professional growth.

scholarly journals Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional Development

2018 ◽  
Vol 28 (3) ◽  
pp. 28-42 ◽  
Author(s):  
Alfredo Bautista ◽  
Joanne Wong ◽  
Alberto Cabedo-Mas
Keyword(s):  
Professional Development ◽  
Teaching Strategies ◽  
Professional Growth ◽  
Classroom Practices ◽  
Music Teachers ◽  
Interview Study ◽  
Learning Approach ◽  
Peer Observation ◽  
Professional Development Needs ◽  
Teachers Perspectives

The purpose of this interview study, conducted with 12 primary music teachers in Singapore, was to determine whether peer observation is viewed as a learning approach that may contribute to professional growth. We found that both specialist and generalist music teachers highly valued peer observation and were optimistic about the use of video-mediated peer observation. As a form of professional development, peer observation appears to enhance understanding and application of teaching strategies, allows teachers to anticipate students’ reactions during lessons, and builds their confidence as instructors. Video-mediated peer observation, which is both convenient and easily accessible, provides contextualized examples of effective classroom practices. We conclude that peer observation activities are most meaningful and transformative when they are responsive, that is, designed with music teachers’ voices and professional development needs in mind.

Mathematics Teaching Today

2009 ◽  
Vol 15 (7) ◽  
pp. 400-403
Author(s):  
Tami S. Martin ◽  
William R. Speer
Keyword(s):  
Student Learning ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
High Quality ◽  
Improving Student Learning

Features, consistent messages, and new components of Mathematics Teaching Today: Improving Practice, Improving Student Learning (NCTM 2007), an updated edition of Professional Standards for Teaching Mathematics (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing, supervising, and improving mathematics teaching; and outlines guidelines for the education and continued professional growth of teachers.

scholarly journals Uncertainty and the Reform of Elementary Math Education

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Wayne Melville ◽  
Ann Kajander ◽  
Donald Kerr ◽  
Jennifer Holm
Keyword(s):  
Elementary Teachers ◽  
Mathematics Teaching ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Math Education ◽  
Subject Knowledge ◽  
Elementary Math ◽  
Narrative Methodology ◽  
The Subject

This paper investigates the notion of uncertainty as elementary teachers engage in conversations intended to develop their understanding and implementation of reform-based mathematics teaching. Using a narrative methodology, several sources of teacher uncertainty are investigated: teaching and learning, the subject, and improving one’s own teaching. The data analysis indicates two important findings. The first is the importance of substantive and syntactic subject knowledge as a necessary foundation for teachers to understand uncertainty in terms that renew their classroom practice. The second is the need to develop and sustain communities in which teachers value opportunities to critique their classroom practices.

scholarly journals An Investigation of the Factors Preventing Teachers to Attend Professional Development

2021 ◽  
Vol VI (I) ◽  
pp. 86-93
Author(s):  
Muqaddas Butt ◽  
Atika Aziz ◽  
Mubashar Nadeem
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Professional Growth ◽  
Classroom Practices ◽  
Structured Interviews ◽  
Financial Cost ◽  
Family Responsibilities ◽  
Continual Improvement ◽  
School Head ◽  
Method Approach

Continual improvement in knowledge and skills is important in every profession, and teaching is no exception. A Mix-method approach was used. Semi-structured interviews of 12 of the 120 (35%) secondary school English teachers were conducted who amongst a large sample of 343 surveyed teachers reported their participation in professional development activities as nil. Findings revealed that family responsibilities acted as a major preventive force in the way of teachers' accessing formal and organized TPD. Other potentially significant barriers that inhibited teachers from attending TPD involve time issues, lack of support from the school head/administration, huge financial cost, less relevancy to teachers' area of teaching or inability to meet the prerequisites of the TPD activity. It is concluded that teachers' learning capacities can be enhanced, and ultimately, classroom practices could be improved if barriers restricting teachers to participate in the activities of professional growth are removed.

Call for Manuscripts on Professional Development

1997 ◽  
Vol 2 (3) ◽  
pp. 180
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Mathematical Knowledge ◽  
Self Assessment ◽  
Knowledge Growth ◽  
Teaching Learning ◽  
Assessment Strategies

The Editorial Panel of Mathematics Teaching in the Middle School is committed to the ongoing professional growth of educators, both as teachers of students and as students of mathematics. Professional growth is multifaceted, including the development of mathematical knowledge; growth in knowledge about teaching, learning, and curriculum; and the development of self-assessment strategies.

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