A Framework for Developing Robust Online Professional Development Materials to Support Teacher Practice under the Common Core

2014 ◽  
pp. 719-731
Author(s):  
Theodore Kopcha ◽  
Keri Duncan Valentine
Keyword(s):  
Professional Development ◽  
Common Core ◽  
Teaching Practices ◽  
Teacher Practice ◽  
Mathematical Discourse ◽  
Online Professional Development ◽  
Emergent Perspective ◽  
The Common ◽  
Mathematics Professional Development ◽  
Support Teacher

The purpose of this chapter is to present a framework for developing online professional development materials to support teachers as they adopt the Common Core standards. The framework builds conceptually from the principles associated with successful mathematics professional development on the teaching practices that support productive mathematical discourse in the classroom. The framework was applied to online materials developed from an emergent perspective (Cobb & Yackel, 1996) in the context of the Common Core fractions standards at the elementary level. Implications for the use of the framework to guide the selection, development, and implementation of mathematics professional development are discussed.

A Framework for Developing Robust Online Professional Development Materials to Support Teacher Practice under the Common Core

2013 ◽  
pp. 319-331
Author(s):  
Theodore Kopcha ◽  
Keri Duncan Valentine
Keyword(s):  
Professional Development ◽  
Common Core ◽  
Teaching Practices ◽  
Teacher Practice ◽  
Mathematical Discourse ◽  
Online Professional Development ◽  
Emergent Perspective ◽  
The Common ◽  
Mathematics Professional Development ◽  
Support Teacher

The purpose of this chapter is to present a framework for developing online professional development materials to support teachers as they adopt the Common Core standards. The framework builds conceptually from the principles associated with successful mathematics professional development on the teaching practices that support productive mathematical discourse in the classroom. The framework was applied to online materials developed from an emergent perspective (Cobb & Yackel, 1996) in the context of the Common Core fractions standards at the elementary level. Implications for the use of the framework to guide the selection, development, and implementation of mathematics professional development are discussed.

scholarly journals Preschool Literacy and the Common Core: A Professional Development Model

2016 ◽  
Vol 5 (3) ◽  
pp. 236 ◽  
Author(s):  
Donna G. Wake ◽  
Tammy Rachelle Benson
Keyword(s):  
Professional Development ◽  
Common Core ◽  
School Curriculum ◽  
Development Model ◽  
Common Core Standards ◽  
Professional Educators ◽  
Professional Development Model ◽  
The Common ◽  
Preschool Literacy ◽  
K 12

<p>Many states have adopted the Common Core Standards for literacy and math and have begun enacting these standards in school curriculum. In states where these standards have been adopted, professional educators working in K-12 contexts have been working to create transition plans from existing state-based standards to the Common Core standards. A part of this process has included re-aligning professional development models to support implementation of these new standards. While K-12 professional educators have been hard at work in this changeover, little attention has been paid to early childhood contexts and the need of pre-school curriculum to support learners in moving toward new kindergarten goals in the Common Core.</p><p>This study examines the alignment between an existent professional development model for preschool literacy widely employed in one Southern state and the new Common Core Standards. The researcher’s goal was to examine the existent professional development model to determine if the offered curriculum supported teachers in supporting learners’ knowledge and skills expected in a kindergarten classroom preparing students for the common core. The researchers sought to determine where the curriculum supported learners in this new standards environment as well as to recommend revising the professional development content as necessary in light of the new standards. The overarching goal of the study was to support preschool teachers’ abilities to prepare their students for the new expectations for school-based literacy.</p>

scholarly journals Using the Common Core

2014 ◽  
Vol 2 (2) ◽  
pp. 68-74
Author(s):  
Barry Bogan ◽  
Joanna Simpson
Keyword(s):  
Professional Development ◽  
Differentiated Instruction ◽  
Common Core ◽  
Grade Level ◽  
Middle Grades ◽  
Lesson Plan ◽  
The State ◽  
Middle Grade ◽  
The Common

The two authors of this manuscript are professors at a university in Georgia, and work closely with preservice  and in-service teachers. In addition to teaching courses on literacy, the authors also offer professional development opportunities to schools around the state on how to properly differentiate instruction. What we have noticed is that many teachers at the middle grade level (4th – 8th grades) struggle with differentiated instruction, even more so, than their elementary counterparts. Part of this struggle is because the teachers simply never learned how to do this properly. Part of this is because they have many more students than their elementary colleagues,and are overwhelmed by the thought of individualizing lessons for 150 students. This paper seeks to propose a model that is seeing success with middle grades teachers in Georgia. There is a chance that this model, which is actually a lesson plan format, will be helpful to other teachers who are looking to differentiate instruction in their classrooms.

Research Commentary: Unpacking the Links Between Equitable Teaching Practices and Standards for Mathematical Practice: Equity for Whom and Under What Conditions?

2019 ◽  
Vol 50 (4) ◽  
pp. 349-361 ◽  
Author(s):  
Filiberto Barajas-López ◽  
Gregory V. Larnell
Keyword(s):  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
Teaching Practices ◽  
Mathematical Practice ◽  
State Standards ◽  
Core State ◽  
The Common ◽  
Equitable Teaching Practices

In their commentary, “Toward a Framework for Research Linking Equitable Teaching with the Standards for Mathematical Practice,” Bartell et al. (2017) provide a stepping-stone into the challenge of clarifying the interface between equity and standards setting in mathematics education by devising a framework that relates the Common Core State Standards for Mathematics to an explicit articulation of equitable teaching practices. In this commentary, we respond to this proposed framework and aim to clarify some key elements. Furthermore, we draw on our own positionings and scholarly interests to critique and bolster the framework by focusing on the tensions related to co-opting the Common Core for equity-oriented purposes, the framework's relationship to neoliberalism, and the role of racialized rhetoric and nondominant family and community knowledge.

Bridging New Media Literacies and the Common Core Through Narrative

2021 ◽  
pp. 85-103
Author(s):  
Emily Howell ◽  
Alicia D. Kelley
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
New Media ◽  
Common Core ◽  
Digital Tools ◽  
Fifth Grade ◽  
New Media Literacies ◽  
Formative Experiment ◽  
Writing Standards ◽  
The Common

This chapter discusses a formative experiment studying professional development given to fourth- and fifth-grade teachers to help improve their integration of digital tools and writing instruction. The authors focus on the need for teachers to study and integrate both the Common Core writing standards and new media literacies. The authors discuss which new media literacies elementary teachers of writing seemed to identify with most and why. Subsequently, the authors discuss where the new media literacies were implemented through digital storytelling. The authors focus here on narratives at the elementary level and give teachers practical suggestions not only for how they might make these stories digital, but also discuss the underlying skills that their students might gain from engaging in such practices.

Supporting Teacher Learning through “Sketching Standards”

2020 ◽  
Vol 113 (3) ◽  
pp. 196-200
Author(s):  
Krista L. Strand ◽  
Katie Bailey
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Common Core ◽  
Content Standards ◽  
Core Content ◽  
The Common

K-5 teachers deepen their understanding of the Common Core content standards by engaging in collaborative drawing activities during professional development workshops.

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