Abstract:

As mathematics educators seek to make math moments matter for the students they teach, professional learning becomes a critical part of empowering these in-service teachers who strive to shape mathematics teaching and learning in P-12 classrooms. This paper will bring attention to a model for framing professional learning that gives in-service teachers, who aspire to serve as mathematics instructional leaders, an opportunity to reflect on teaching best practice, collaborate with colleagues, design instruction and assessment, and put into practice what matters most. Mathematics content knowledge is deepened through hands-on, experiential learning opportunities that connect both conceptual and procedural understandings through high quality mathematics tasks and assessment experiences. Sample tasks and resources used to accomplish these outcomes are provided. Note that this model can be applied to a graduate course directed toward aspiring mathematics instructional leaders or as part of a sustainable, long term professional learning opportunity to be experienced outside of a structured graduate course experience. In-service teachers take away from the experience new content and pedagogical knowledge, along with leadership skills, that ignite passion and leave them feeling transformed with the potential to positively shape mathematics teaching and learning in their schools and communities.

Keywords:

In-Service Teacher Training, Mathematics, Mathematics Education, Professional Learning, Professional Development.