Supporting Early-Career Teachers' Connections With Families and Communities in Mathematics Professional Development Activities

• In Event: 16.039 - Supports, Challenges, and Practices of Early-Career K–8 Mathematics Teachers to Enact Equitable Mathematics Teaching

Abstract

Purpose: This paper examines the structures, activities, and professional discussions of ECTs as they participated in an ongoing professional development designed to support them in learning to teach mathematics that draw on children’s multiple mathematical knowledge bases (MMKB) (Authors, 2012). The analysis focuses on the resources, challenges, and strategies teachers experienced in connecting with families and communities.
Theoretical Perspectives: The induction years of teaching present various “practice shocks” that challenge new teachers and shape their professional identities (Flores & Day, 2006; Stokking et al, 2003; Veenman, 1984). Knowing that new teachers need special support during induction, we designed professional learning activities to support ECTs who initially participated in our mathematics methods courses to continue learning about leveraging MMKB in instruction. Drawing on sociocultural theory, we view teacher learning as a situated social practice and a process of identity development (Lave & Wenger, 1991; Wenger, 1998).
Methods: We analyzed data across four sites over a two-year period. Data sources included transcripts from approximately 20 hours of professional development work per site per year; Mathematics Teacher Educator planning notes and reflections; participant written artifacts (lesson activities; reflections); and interviews. We utilized iterative coding cycles to identify themes including: resources; challenges connecting with families and communities; and strategies used to connect with families and communities (Miles, Huberman, & Saldaña, 2014).
Results: The professional development offered several practical tools and structured discussion space for ECTs as they planned and implemented ways to connect with families/communities. These tools included home visit strategies, parent-oriented communication tools (e.g. newsletters; parent surveys) and student-oriented tools that produce information about students’ interests and activities outside of school. The most common strategy used across sites was parent surveys.
ECTs voiced multiple challenges to connecting with family/communities. These included communicating with parents in another language; conducting home visits; and navigating different parental views of mathematics. The professional development setting enabled teachers to receive specific feedback and supports from others. For example, while home visits reduced “barriers” between families and schools, teachers raised many challenges including district policies against home visits and families in transitional housing. In response, alternative strategies were offered such as caregivers identifying a community place to meet the teacher (coffee shop; local park) or teachers accepting invitations to family events (e.g. first communions; soccer games). ECTs utilized the professional development time and space to adapt, rehearse and reflect upon their practices. As one ECT stated, “our investment in one another is to help. It is a place for ideas and improvement… reflecting on your math practice, having a mentor to guide conversations and distilling information based on our needs.”
Conclusion and Significance: This study addresses two persistent challenges in teacher education – supporting practices learned in methods courses as new teachers move into the classroom and supporting new teachers to connect with students, families, and communities as resources for mathematics teaching. Through a focus on tools and spaces for teacher learning offered by this professional development, this study provides both theoretical and practical strategies for addressing these challenges.

Authors

• Corey Drake, Michigan State University

• Julia Maria Aguirre, University of Washington - Tacoma