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Reimagining Professional Learning Structures: Supporting Teacher Educators to Lead Ambitious and Equitable Mathematics Teacher Learning
Thu, April 9, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 2nd Floor, Platinum ASession Type: Symposium
Abstract
This symposium explores how professional learning structures support facilitators—those who design and lead teacher learning—in cultivating ambitious and equitable mathematics teaching. Ambitious and equitable teaching focuses on all students’ deep conceptual understanding, responds to student thinking, and involves students in the co-construction of knowledge. Drawing on five studies across varied contexts, we explore how structured routines, coaching models, and curriculum-based analysis have the potential to enhance facilitator learning and practice. We highlight how these systems help facilitators orchestrate responsive, practice-embedded learning while navigating tensions around trust, critical dialogue, and adaptability. Participants will consider how coherent designs move beyond fragmented approaches to foster relational trust and instructional depth. Together, we will envision possibilities for supporting those who lead mathematics teacher learning.
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Chair
Papers
Pedagogies of Practice for Responsive Facilitation: Combining and Unpacking Representations and Approximations - Gil Schwarts, Weizmann Institute of Sciecne; Michael Jarry-Shore, North Carolina State University; Hilda Borko, Stanford University
Learning to Facilitate Productive Lesson Debriefs Through Meta-Coaching - Michael Jarry-Shore, North Carolina State University; Hilda Borko, Stanford University; Meghan Smith Durkin, Stanford University; Marsha M. Ing, University of California - Riverside; Thomas M. Smith, University of California - Davis
Coaching Professional Learning Structures that Facilitate Coaches’ Relational Practices - Rebekah Elliott, Oregon State University; Melinda Knapp, Oregon State University - Cascades
Structuring Deep and Specific Conversations: The Work of Facilitators of Mathematics Teacher Professional Learning - Kelly A. McKie, University of Delaware; Lynsey K. Gibbons, University of Delaware; James Hiebert, University of Delaware
Responding to Emergent Problems of Practice in Side-by-side Coaching - Jen Munson, Northwestern University; Erin E. Baldinger, University of Minnesota