Math “Rules"” Prompt Reflection on Teachers' Identity

2017 ◽  
Vol 22 (9) ◽  
pp. 555-557
Author(s):  
Seanyelle Yagi ◽  
Linda Venenciano
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Mathematical Practice ◽  
Professional Development Session

In a professional development session, teachers reflect on their mathematical practice following the reading of the MTMS article, “12 Math Rules that Expire.” The ideas in the article elicited teachers' awareness of mathematics that they emphasize in instruction and implications for student learning.

Under a growth-centered accountability system: A job demand and resource perspective for physical educators

2021 ◽  
pp. 1356336X2110031
Author(s):  
Tan Zhang
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Student Learning ◽  
Job Demands ◽  
Work Life ◽  
Working Environment ◽  
Physical Educators ◽  
Teacher Accountability ◽  
Accountability System ◽  
Sampling Procedures

The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers’ accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education.

scholarly journals THE PECULIARITIES OF ENHANCING PROFESSIONAL COMPETENCE OF FOREIGN LANGUAGE LECTURERS IN THE USA

2021 ◽  
pp. 12-20
Author(s):  
Жанна Баб’як ◽  
Наталія Щур
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Professional Learning ◽  
Technical Assistance ◽  
Professional Competence ◽  
Time Frame ◽  
Learning Needs ◽  
Smart Goals ◽  
The Usa ◽  
The Individual

The article deals with studying the American experience of educator professional development. To carry out this research the following methods have been applied: content analysis, systematization and theoretical generalization of scientific literature, standards, technical assistance documents and samples of the individual professional development plan (IPDP) for educators. Having conducted the research, the following results and conclusions have been drawn. The primary goal for professional learning is to help educators develop and apply the knowledge and skills necessary to help students to learn foreign languages more effectively and efficiently. Therefore, the planning and designing of professional learning include defining the SMART goals of professional learning drawn from analysis of student and educator learning needs, which are determined by examining data on student learning outcomes. To achieve these goals those who are responsible for professional learning should select the appropriate job-embedded and external forms of professional learning, which allow the educators to satisfy student learning needs, bridge the knowing-doing gap and integrating new ideas and skills into practice. An IPDP is a tool serving as a guide for the professional learning. IPDP enables educators to chart their goals and to plan learning activities that improve their competencies in order to enhance their students’ performance. Completing the IPDP includes setting the goals based on student learning needs, deciding on the professional methods/strategies, tapping possible resources, setting the time-frame, identifying success indicators. After having been accomplished, the IPDP is evaluated by the person in charge. Evaluation of professional learning provides the opportunity to monitor the process of embedding the new learning into practices by observing and assessing changes in educator practice and increases in student learning.

Enhancing Student-Driven Learning Strategies by Examining the Faculty Conceptions of Teaching

2017 ◽  
pp. 300-317
Author(s):  
Despina Varnava Marouchou
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Curriculum Design ◽  
Teaching Practices ◽  
Level Of Detail ◽  
Critical Examination ◽  
Policy Makers ◽  
Conceptions Of Teaching

Despite the extensive interest demonstrated by academics and policy makers, and the vast amount of information written, during the past twenty years or so, in the area of student learning, very little of what has been written has been transformed into solid policies and practices, “the discourse advocates for learning, but seldom gets down to the level of detail” (Weimer 2002, p. xii). By making instructors aware of their own conceptions of teaching they will be informed of how such conceptions influence their teaching practices. Thus, a critical examination of the conceptions of teaching can initiate adjustments directed towards a reform-based perspective, leading to student driven learning strategies. In this chapter the findings of the conceptions of teaching identified by a group of lecturers in a small university are discussed, secondly, the possibility of a relation between the lecturers' conceptions of teaching and student-driven learning strategies are outlined and thirdly, the importance of taking these issues into consideration, when exploring learning environments, learning outcomes, curriculum design and the professional development of academics.

You Had to be There

2010 ◽  
pp. 57-71
Author(s):  
Kevin O’Neill ◽  
Sheryl Guloy
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Student Learning ◽  
Observational Data ◽  
Classroom Observations ◽  
Pilot Program ◽  
Secondary Social Studies

This chapter makes the case that to fully realize the potential of telementoring for supporting student learning in P-12 schools, teachers and program developers should invest effort in a practice that they traditionally have not – routine observations of how telementoring programs play out in classrooms. Using observational data from a pilot program for secondary social studies called “Compassionate Canada?” we illustrate how classroom observations can enable program designers to ask better questions about how a program is working, and why. We also discuss contributions that classroom observations may enable teacher to make to program refinement and professional development.

From Pixels to Picture

2021 ◽  
pp. 1-24
Author(s):  
Erich Sneller
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Decision Making ◽  
Prosocial Behavior ◽  
Student Learning ◽  
Well Being ◽  
Student Feedback ◽  
Personal Health ◽  
Teachers Professional Development ◽  
Immense Potential

This chapter addresses a framework and the associated methods by which curious teachers can grow their leadership in their classrooms, schools, and communities. In particular, attention to teachers' professional development in the following areas are examined: teacher-generated student goals, clarity of student learning, soliciting student feedback, and well-being practices for teachers. When these areas are at the center of a teacher and a school's decision-making process, students' academic achievement, personal health, and prosocial behavior have immense potential to improve.

An Exploration of Learner-Centered Professional Development for Reluctant Math Teachers

2017 ◽  
pp. 181-205 ◽  
Author(s):  
Ardyth Foster ◽  
Joshua Lambert ◽  
Jackie HeeYoung Kim
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Student Learning ◽  
Teacher Practices ◽  
Effective Professional Development ◽  
Math Teachers ◽  
Learner Centered ◽  
Real Issue ◽  
Professional Development For Teachers ◽  
The Impact

In recent studies, researchers found that, while 90 percent of teachers reported participating in professional development, most of those teachers reported that it was not effective for improving their practice (Darling-Hammond et al., 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001; Desimone, Porter, Garet, Yoon, & Birman, 2002; Corcoran & Foley, 2003). These findings indicate that the real issue is not that teachers are not provided with professional development, but that the typical modes of professional development are ineffective at changing teacher practices and/or student learning. Therefore, there is a need to explore new ways of conducting effective professional development for teachers. This study investigates a learner-centered model of professional development, which is designed to maximize the impact of teacher training on student learning.

A Checklist for a New Millennium School Science Department

2011 ◽  
pp. 273-274
Author(s):  
Ed Hessler
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Student Learning ◽  
School Science ◽  
Learning Science ◽  
Science Department ◽  
Short Term ◽  
Over Time ◽  
New Millennium

My focus is both narrow and incomplete, for it is limited to a single area of learning: science, and it is in the form of a working list, a beginning of things one might write down, not in any particular order—so that they might be remembered and edited over time, with colleagues. Improving schools, teacher preparation, and professional development are important national priorities as we enter a new millennium. Past emphasis on targeted innovations in the short term are now conceptualized into the idea of continuous improvements that are connected in the long term. Today, the idea of improvement itself is being challenged. “Improvement,” the term of the technocrat, is being recast in the context of student learning—that is, how can we educate our young or learners of any age?

Teaching with the Mathematical Practices in Mind

2013 ◽  
Vol 19 (2) ◽  
pp. 100-107 ◽  
Author(s):  
Esther M. H. Billings ◽  
David C. Coffey ◽  
John Golden ◽  
Pamela J. Wells
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Mathematical Practice ◽  
Mathematical Practices ◽  
Professional Development Workshop ◽  
School Classroom

A professional development workshop supports teachers' understanding of the Standards for Mathematical Practice and helps them transfer this knowledge to the middle school classroom.

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