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Secondary school students in the United States continue to underachieve inmathematics and science. Improving teacher quality is a core component ofimproving student achievement. Here we report on a professional developmentprogram, the MAST System, that develops the knowledge and skills for teachingmathematics, including metacognitive knowledge and regulation. In thiscognitive apprenticeship program, teachers learn to plan, evaluate and adjustto improve student engagement and achievement. Central is the metacognitivepractice of defense of instruction. By practicing this reflective approach,teachers become adaptive experts, able to innovate in the classroom. During thetwo-year intervention, the MAST System resulted in large increases in theCalifornia Standards Test mathematics scores, compared to both the district andthe state. In addition, improvement continued for several years after theintervention was completed. This continued improvement in student scoresindicated that the teachers and schools changed in a sustainable way.

Metacognitive Training in Professional Development Can Improve and Sustain Student Achievement