Professional Development

Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities.

We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations.

To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of this work were to better understand how integrated STEM might look throughout an integrated STEM unit and identify limitations of the instrument when examining daily scores and full unit implementation scores. The work takes a mixed methods approach to first examine what scores may be typically seen with daily and unit implementations.

To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of this work were to better understand how integrated STEM might look throughout an integrated STEM unit and identify limitations of the instrument when examining daily scores and full unit implementation scores. The work takes a mixed methods approach to first examine what scores may be typically seen with daily and unit implementations.

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

These professional learning modules are designed for use by teacher educators, professional development facilitators, teacher leaders, school or district leaders, family engagement coordinators, and those in similar roles in schools and communities. Most of the materials are intended to be implemented with caregivers and teachers together, and some activities are designed for just teachers. They are structured for you to select what is useful and adapt the materials for your own context and the needs of your community.

These professional learning modules are designed for use by teacher educators, professional development facilitators, teacher leaders, school or district leaders, family engagement coordinators, and those in similar roles in schools and communities. Most of the materials are intended to be implemented with caregivers and teachers together, and some activities are designed for just teachers. They are structured for you to select what is useful and adapt the materials for your own context and the needs of your community.