Attaining philosophical alignment: Localizing systemic change through adaptive professional development | Zendy

Laura B. Kent | Zendy

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Attaining philosophical alignment: Localizing systemic change through adaptive professional development

Author(s) -

Laura B. Kent

Publication year - 2019

Publication title -

administrative issues journal education practice and research

Language(s) - English

Resource type - Journals

ISSN - 2153-7615

DOI - 10.5929/9.2.3

Subject(s) - professional development , mathematics education , student achievement , school district , psychology , pedagogy , faculty development , work (physics) , academic achievement , medical education , medicine , engineering , mechanical engineering

This article describes the impact of an adaptive professional development program for K-8 mathematics teachers to enhance their implementation of standards that were streamlined to promote improved student learning and achievement. Students from the participating district scored higher than the state average and a neighboring district during the three years of implementation. Survey data showed growth in teacher enactment of dynamic problem-posing lessons during the three years of professional development. Peer classroom observations and shared reviews of student work samples were considered pivotal to teachers changing their instructional practices.

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