Professional Development

Teacher Feedback Guiding Professional Development Programs: A 2-Year Field Trial Integrating Science and Language with Multilingual Learners

Since the release of A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), there has been an urgent need for teacher professional development (PD) programs that support the implementation of NGSS-aligned curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this study is to describe how teacher feedback guided the design and refinement of our curriculum-based PD program integrating science and language with MLs through a 2-year field trial.

Author/Presenter

Okhee Lee

Alison Haas

Abigail Schwenger

Scott Grapin

Lead Organization(s)
Year
2025
Short Description

Since the release of A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), there has been an urgent need for teacher professional development (PD) programs that support the implementation of NGSS-aligned curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this study is to describe how teacher feedback guided the design and refinement of our curriculum-based PD program integrating science and language with MLs through a 2-year field trial.

Enhancing Mathematical Instruction for Emergent Bilinguals Through Collaborative Situated Professional Development

This study investigates the shifts in high school mathematics teachers’ instructional practices when working with emergent bilinguals (EBs) after participating in a collaborative situated professional development (CSPD) program alongside researchers. Over the course of one academic year, the teachers engaged in co-planning, co-teaching, and co-reflecting sessions with the research team while integrating research-based strategies to support EBs in learning mathematics. The CSPD also emphasized implementing cognitively demanding and contextually relevant mathematical tasks.

Author/Presenter

Jiyeong Yi

Jasmine Sourwine

Shristi Shrestha

Lead Organization(s)
Year
2025
Short Description

This study investigates the shifts in high school mathematics teachers’ instructional practices when working with emergent bilinguals (EBs) after participating in a collaborative situated professional development (CSPD) program alongside researchers.

Building Instructional Capacity and Creating Opportunities for Professional Growth: Mathematics Professional Development for Paraeducators

Paraeducators provide essential academic support for young learners of mathematics. However, they have limited opportunities to engage in professional development (PD) that is responsive to their instructional needs and role. To scaffold paraeducators’ growth, project staff designed, tested, and refined a PD model specifically for K–3 paraeducators working in a diverse urban district.

Author/Presenter

Karen Mutch-Jones

Judy Storeygard

Lead Organization(s)
Year
2025
Short Description

Paraeducators provide essential academic support for young learners of mathematics. However, they have limited opportunities to engage in professional development (PD) that is responsive to their instructional needs and role. To scaffold paraeducators’ growth, project staff designed, tested, and refined a PD model specifically for K–3 paraeducators working in a diverse urban district.

The Interplay Between Teacher Professional Development and Noticing: An Analysis of How Noticing Changes and What Teachers Attribute to Changes or Consistencies

Noticing is often studied at one time point or with a focus on how one notices a particular practice. Fewer studies have focused on how noticing shifts from before to after professional development (PD), and researchers have yet to commonly study what participants provide as rationale for changes in noticing. We engaged 18 practicing teachers in one year of PD, including a course, video coaching clubs, and coaching. We asked them to annotate video clips before and after the PD to identify what and how they noticed. We interviewed teachers about their noticing and how it related to the PD.

Author/Presenter

Julie M. Amador

Ryan Gillespie

Lead Organization(s)
Year
2025
Short Description

Noticing is often studied at one time point or with a focus on how one notices a particular practice. Fewer studies have focused on how noticing shifts from before to after professional development (PD), and researchers have yet to commonly study what participants provide as rationale for changes in noticing. We engaged 18 practicing teachers in one year of PD, including a course, video coaching clubs, and coaching.

Mathematics Teachers’ Interpretations of Students’ Perceptions of the Classroom Learning Environment: Opportunities for Inquiry

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.

Author/Presenter

Kara Jackson

Hannah J. Nieman

Daniela DiGiacomo

Fabio Campos

Nicholas Kochmanski

Lead Organization(s)
Year
2025
Short Description

Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S. middle-grades mathematics teachers’ interpretations of evidence of students’ perceptions of key aspects of the mathematics classroom environment.

Mathematics Teachers’ Interpretations of Students’ Perceptions of the Classroom Learning Environment: Opportunities for Inquiry

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.

Author/Presenter

Kara Jackson

Hannah J. Nieman

Daniela DiGiacomo

Fabio Campos

Nicholas Kochmanski

Lead Organization(s)
Year
2025
Short Description

Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S. middle-grades mathematics teachers’ interpretations of evidence of students’ perceptions of key aspects of the mathematics classroom environment.

Mathematics Teachers’ Interpretations of Students’ Perceptions of the Classroom Learning Environment: Opportunities for Inquiry

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.

Author/Presenter

Kara Jackson

Hannah J. Nieman

Daniela DiGiacomo

Fabio Campos

Nicholas Kochmanski

Lead Organization(s)
Year
2025
Short Description

Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S. middle-grades mathematics teachers’ interpretations of evidence of students’ perceptions of key aspects of the mathematics classroom environment.

Mathematics Teachers’ Interpretations of Students’ Perceptions of the Classroom Learning Environment: Opportunities for Inquiry

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.

Author/Presenter

Kara Jackson

Hannah J. Nieman

Daniela DiGiacomo

Fabio Campos

Nicholas Kochmanski

Lead Organization(s)
Year
2025
Short Description

Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S. middle-grades mathematics teachers’ interpretations of evidence of students’ perceptions of key aspects of the mathematics classroom environment.

Beyond Technical Fixes: Reconsidering Equity Sticks and Expanding Notions of Equitable Teaching

We explore how a professional development program enabled educators to stretch their ideas related to (a) equitable participation in elementary mathematics classrooms, and (b) their district's policy aimed at promoting equitable participation. Our analysis revealed that participants’ views shifted as they engaged with others’ sense-making, grounded in their observation of mathematics instruction as it unfolded in real time, about equity and the distribution of opportunities to learn.

Author/Presenter

Simona Goldin

Darrius D. Robinson

Meghan Shaughnessy

Nicole M. Garcia

Merrie Blunk

D’Anna Pynes

Jillian P. Mortimer

Year
2025
Short Description

We explore how a professional development program enabled educators to stretch their ideas related to equitable participation in elementary mathematics classrooms, and their district's policy aimed at promoting equitable participation.

Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-based Research: A Conceptual Framework

This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity.

Author/Presenter

Margarita Jiménez-Silva

Robin Martin

Rachel Restani

Suzanne Abdelrahim

Tony Albano

Year
2025
Short Description

This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity. The ILMP framework centers around three instructional pillars: attention to language, attention to mathematical thinking, and cultural responsiveness. Through collaborative inquiry cycles, educators engaged as learners, contributors, and designers of practice, iteratively enacting and reflecting on instructional strategies rooted in students’ linguistic and cultural assets.