A Professional Development Model for Math and Science Educators in Catholic Elementary Schools: Challenges and Successes

A Catholic curriculum for the twenty-first century?

“…Acknowledging that in certain areas of human discovery and attainment (e.g. the life sciences) this might lead at times to the assumption of an adversarial or countercultural posture on the part of the faith school does not in any way diminish the essentially positive construction of the curriculum and its expected contribution to educational well-being (Kuchey et al 2009). If it is to retain a meaning consistent with the values of the new humanism, the Catholic curriculum must be a gift to society as well as a service to the Church.…”

Principal professional development and principal self-efficacy in an urban school district.

“…More recent models of effect teacher development and support include (a) time for teachers to reflect on content and pedagogy, the specific needs of their students, and collaborate with colleagues (Darling-Hammond & McLaughlin, 1995;Garet, Porter, Desimone, Birman, & Yoon, 2001;Graham & Fennell, 2001;Kuchey, Morrison, & Greer, 2009;Martin et al, 2010); (b) active reflection and analysis of practice, outcomes, and next steps (Camburn & Won Han, 2015); (c) a directly focused on classroom teaching; and (d) ongoing coaching and feedback (Camburn & Won Han, 2015). These activities align with a growing model for PD that utilizes the collaborative work of professional learning communities (PLCs) as ongoing support for teacher growth and development (Mindich & Lieberman, 2012).…”