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Roadblocks and Routes: Professional Development in Math in Common Districts

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Bibliographic Details
Title: Roadblocks and Routes: Professional Development in Math in Common Districts
Language: English
Authors: Perry, R., Marple, S., Reade, F., WestEd
Source: WestEd. 2019.
Availability: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org
Peer Reviewed: N
Page Count: 28
Publication Date: 2019
Document Type: Reports - Descriptive
Descriptors: Common Core State Standards, Mathematics Teachers, Faculty Development, Barriers, Program Implementation, School Districts, Knowledge Level, Educational Objectives, Progress Monitoring, Expertise, Teacher Competencies, Alignment (Education), Instructional Materials
Abstract: In their proposals to join the Math in Common (MiC) initiative, staff from each of the 10 participating districts acknowledged that the shifts required to implement the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010) would be a huge lift for teachers. They knew that mathematics teachers would be required to take up new, sometimes foreign ways of doing their work with students. Learning to provide useful, impactful professional development (PD) to support teachers in this process would become a primary focus of MiC. This report describes some of the more common roadblocks that MiC districts faced in their early years of CCSS-M implementation, and routes that the districts took around the roadblocks in order to support teacher and student learning. This report also includes brief vignettes, in "The View from the Field" text boxes, of districts' practices, to more clearly illustrate some of these roadblocks and the routes around them.
Abstractor: ERIC
Entry Date: 2020
Accession Number: ED601887
Database: ERIC
Description
Abstract:In their proposals to join the Math in Common (MiC) initiative, staff from each of the 10 participating districts acknowledged that the shifts required to implement the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010) would be a huge lift for teachers. They knew that mathematics teachers would be required to take up new, sometimes foreign ways of doing their work with students. Learning to provide useful, impactful professional development (PD) to support teachers in this process would become a primary focus of MiC. This report describes some of the more common roadblocks that MiC districts faced in their early years of CCSS-M implementation, and routes that the districts took around the roadblocks in order to support teacher and student learning. This report also includes brief vignettes, in "The View from the Field" text boxes, of districts' practices, to more clearly illustrate some of these roadblocks and the routes around them.