NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002241
Record Type: Journal
Publication Date: 2012-Dec
Pages: 4
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0276-928X
3 Steps, 1 Goal: Teacher Teams Boost Math Instruction Using 3-Part Learning Design
Mistretta, Regina M.
Journal of Staff Development, v33 n6 p60-63 Dec 2012
Teacher education and professional development prepare teachers with up-to-date knowledge, skills, and dispositions necessary for effective teaching. To sustain this, however, hinges on continued professional learning within schools. Research shows that establishing long-term conditions that allow teachers to learn continuously from one another within schools is among the most effective ways to support teacher learning (Heck, Banilower, Weiss, & Rosenberg, 2008). At a private school in metropolitan New York City, eight pre-K through 8th-grade teachers have the chance to do just that by participating in monthly professional learning focused on improving math instruction. The program engages multilevel teacher groups in three steps: brief, observe, and debrief. Using this framework, the school supports teacher learning about reform-based instructional practices, including content development across grade levels.
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York