Evaluating High-Leverage Clinical Practices at Professional Development Schools to Enhance Mathematics Teaching and Learning

• In Event: Studying Practices That Promote Professional Learning in Professional Development School Partnerships

Abstract

This paper evaluates high leverage clinical practices that enhanced mathematics teaching and learning at a Professional Development School. The model of Instructional Rounds (City, Elmore, Firman & Teitel, 2009) and Lesson Study(Lewis, 2002) were used in an elementary mathematics methods course at a Professional Development School to support teacher candidates become reflective practitioners along side with clinical faculty. The study examined the following research questions: a) How does the four designated high leverage clinical practices focused on unpacking the standard, Instructional Rounds, assessment design and Lesson Study impact teacher candidates’ development of mathematics teaching and learning? b) How does the design of situating a mathematics method course within a PDS labsite impact the co-development of teacher candidates and clinical faculty?

Authors

• Jennifer M. Suh, George Mason University

• Andrea H Weiss, Flint Hill School

• Kerri Fulginiti, Fairfax County Public Schools

• Molly Rawding, George Mason University

• Lesley King