Examining Teacher Learning within Mathematics Professional Learning Communities in Relation to District Vision and Policy

• In Event: Developments in Mathematics Teacher Preparation and Professional Development

Abstract

To overcome barriers in mathematics education, we need to engage teachers in ongoing, generative learning. While district-level math reform efforts are well-studied, few studies examine these efforts from a teacher learning perspective. This qualitative study used a learning theory approach to investigate how Professional Learning Communities (PLCs) supported or constrained grade-level teams in making sense of and implementing district math policies. It also examined the influence of school culture and collective team identities. Findings show that even with strong district support, PLCs faced challenges in serving as effective spaces for teacher learning. Implications from this study include building principal and coach capacity, developing a school-wide focus on math, and leveraging student work to support teacher learning.

Author

• Christine Roberts, University of California - Los Angeles