Professional Development

A Successful Professional Development Model for Preparing Teachers to use Reform-Based Curriculum Effectively (Sutherland, Krajcik)

Author/Presenter

LeeAnn Sutherland

Joseph Krajcik

Year
2009
Short Description

In this session, participants experience a PD model that successfully encourages teachers to adopt a curriculum’s underlying philosophy rather than simply to enact it as sequence of activities.

A Successful Professional Development Model for Preparing Teachers to use Reform-Based Curriculum Effectively (Sutherland, Krajcik)

Author/Presenter

LeeAnn Sutherland

Joseph Krajcik

Year
2009
Short Description

In this session, participants experience a PD model that successfully encourages teachers to adopt a curriculum’s underlying philosophy rather than simply to enact it as sequence of activities.

A Successful Professional Development Model for Preparing Teachers to use Reform-Based Curriculum Effectively (Sutherland, Krajcik)

Author/Presenter

LeeAnn Sutherland

Joseph Krajcik

Year
2009
Short Description

In this session, participants experience a PD model that successfully encourages teachers to adopt a curriculum’s underlying philosophy rather than simply to enact it as sequence of activities.

Transition to Algebra PD and Curriculum Orientation

Event Date
-
Event Contact

We invite teachers, coaches, and other instructional leaders who will be using Transition to Algebra materials in the upcoming school year to a special orientation at Education Development Center (EDC). Transition to Algebra is a full-year algebra support curriculum that focuses on building algebraic habits of mind in order to raise the competence and confidence of students who may need extra support to succeed in a first-year algebra class. Find out more at ttalgebra.edc.org.

Event Type

Professional Development Materials to Support Geometry Learning and Instruction, the Common Core Standards, and English Language Learners

Day
Fri

Two projects that are investigating how middle school geometry professional development materials support teachers’ learning. Presenters compare approaches, present preliminary results, and discuss strengths and challenges.

Date/Time
-
Session Type
PI-organized Discussion

This session focuses on two professional development projects, both aimed at increasing geometric content knowledge of middle school mathematics teachers and their students. The goal is to engage grantees in considering what the presenters are learning about the impact of these projects and to consider next steps in advancing the field. The two participating projects are:

Professional Development and Implementation of the Common Core Standards for Mathematics

Day
Fri

This panel provides various perspectives on recommendations needed to ensure successful implementation of the Common Core Standards for Mathematics, with a focus on professional development. *This is a one-hour session with the option to stay in the room for informal discussion afterwards.

Date/Time
-
Session Type
Panel
Session Materials

This panel addresses the need for professional development in light of the Common Core State Standards for Mathematics. Composed of researchers and practitioners, participants in the panel will share what research has to say about the need for offering teachers quality professional development at scale, as well as what practitioners have to say about current efforts to support and prepare teachers who are ready for the implementation of the new standards.

Status of The Next Generation of Science Standards

Day
Thu

This session provides an update about the development of the Next Generation Science Standards (NGSS), with a special focus on implications for curriculum development, professional development, and assessment. 

Date/Time
-
Session Type
PI-organized Discussion
Presenters

Work is progressing to develop the Next Generation Science Standards (NGSS). With private funding from the Carnegie Corporation and support from National Science Teachers Association (NSTA) and the American Association for the Advancement of Science (AAAS), the National Research Council (NRC) and Achieve, Inc., have embarked on a two-step cooperative process to develop the NGSS. The first step was to develop a conceptual framework that is grounded in current research on science and science learning and identifies the science all K–12 students should know.

A Humbling Challenge—Professional Development that Really “Sticks”

Day
Thu

Professional development frequently doesn’t achieve major increases in effective STEM teaching. Can innovative, technology-based models for professional development help us achieve sustainable, substantial changes in practice?

Date/Time
-
Session Type
PI-organized Discussion

This collaborative session begins with a dilemma—the realization that professional development often falls short of expectations for improving teacher practice and classroom learning. The presenters realize that teaching is a culturally bound endeavor, and changing classroom culture is extremely complex. Their NSF projects are founded on theories of action grounded in research, that is, theories of what is required for professional development programs to change teacher awareness, motivation, understanding, and actual classroom action in STEM.

Supporting Implementation of the Common Core State Standards for Mathematics: Recommendations for Professional Development

In 2010, the National Governor’s Association and the Council of Chief State School Officers published theCommon Core State Standards for Mathematics (CCSSM) and to date, 44 states, the District of Columbia,and the U.S. Virgin Islands have adopted the document. These content and practice standards, which specify what students are expected to understand and be able to do in K-12 mathematics, represent a significant departure from what mathematics is currently taught in most classrooms and how it is taught.

Author/Presenter

Paola Sztajn

Karen Marrongelle

Peg Smith

Year
2012
Resource(s)