THE IMPACT OF PROFESSIONAL DEVELOPMENT ON HIGH SCHOOL ALGEBRA TEACHERS’ KNOWLEDGE AND PRACTICES

• In Event: POSTER SESSION 2
  In Poster Session: INSERVICE TEACHER EDUCATION/PROFESSIONAL DEVELOPMENT: POSTER SESSION 2

Description

We present findings from a long-term professional development program (PD) for high school teachers. The program sought to increase teachers’ content (algebra) and pedagogical knowledge to support meeting all students’ needs and implement effective differentiated instruction based on ongoing data collection. The research-based PD included: (a) intensive, week-long Summer Institutes, (b) on-site monthly workshops, and (c) within classroom on-going coaching/support. Results suggest that when teachers experience and are modeled strong PD that is focused on integrating content-rich activities with pedagogical practices grounded on data/district need, they can expand their content and pedagogical knowledge, which can then translate to classroom practices.

Authors

• Babette M Benken, California State University, Long Beach

• Anne Cawley, University of Michigan