Professional Development in Mathematics—Not Just for Teachers

Abstract

Professional development activities have historically targeted teachers as the recipients of reform efforts. In order to affect lasting change in terms of what mathematics is taught and how it is taught, however, programs must recognize the different intersecting needs and perspectives of a school's education constituencies—administrators, teacher-leaders, teachers, students, and parents. Professional development programs that include components for each group have the potential to dramatically extend the impact of the resources dedicated to the reform.

Professional development: South Carolina family and consumer sciences secondary school teachers' experiences, facilitators, and opportunities

“…Teacher-leadership is a new, emerging concept and role in many schools (Chapin, 1996). Shanker (1990) indicates that the more teachers take on responsibilities in schools, the more new positions arise such as teacher-experts, teacher mentors, or lead teachers.…”

Describing and Evaluating an Exemplary Mathematics Elementary Staff Development Project

“…Goal 1: To increase the mathematical and scientific content knowledge of teachers (Chapin, 1996; Cortez, 2001; George et al, 1996; Sutter, 1993; Texas Center for Educational Research, 2001; Tijerina, 2000; Underhill, Abdi, & Peters, 1994).…”