Using "Equity and Access" Rubrics to Support Instructional Improvement With In-Service Teachers

• In Event: Learner Engagement, Assessment, and Experiences That Affect Teacher Practices in the Classroom

Abstract

The NCTM and recent AMTE Standards (AMTE, 2017; NCTM, 2000) outline a vision of ambitious and equitable teaching that includes attending to and supporting all students to substantially participate and achieve in the context of high-quality mathematics lessons. As a result, many professional development (PD) programs aim to support teachers in developing high-quality instructional practices. However, teachers often make comments like “that will not work with my kids” in response to such PD. In this paper, we investigate the potential of using classroom observation rubrics that focus on practices that support equity and access in PD for in-service teachers as a means of focusing on practices aimed to support diverse learners while providing concrete images of the targeted practices.

Authors

• Jonee Wilson, North Carolina State University

• Becca Kimble, North Carolina State University