Assessing the Use of a Validated Framework for Observing and Reflecting on Mathematical Teaching and Learning in a Professional Development School

• In Event: 61.077 - Examining and Evaluating the Work of Professional Development Schools

Abstract

This study reports on the continued work of high leverage clinical practices at Professional Development Schools to enhance mathematical teaching and learning. In previous years we have reported on the use of pedagogy seminars; instructional rounds; assessment design; and lesson study and debrief. We turn our attention this year to using a research-based framework for targeted observations, reflection, and assessment of intern’s mathematics teaching. In particular, this paper reports on the use of the Mathematical Quality of Instruction (MQI) (Hill, et al, 2008) framework for targeted observations and reflections and its effects on intern growth and development.

Authors

• Andrea H Weiss, Flint Hill School

• Jennifer M. Suh, George Mason University

• Lesley King, George Mason University

• Melissa Gallagher, George Mason University

• Dori L. Hargrove, Fairfax County Public Schools