Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Meeting the Challenges of Scale: The Importance of Preparing Professional Development Leaders


by Hilda Borko, Karen Koellner & Jennifer Jacobs — March 04, 2011

In this commentary, we make a case for the importance of preparing and studying the leaders of teacher professional development. We then highlight three central PD practices of mathematics professional development: engaging teachers in productive mathematical work, leading discussions about student reasoning and instructional practices, and building a professional community. Within each practice we identify a number of specific activities and discuss the knowledge that PD leaders need to enact them. We conclude by arguing for the importance of additional research on the practices of effective PD leaders.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Meeting the Challenges of Scale: The Importance of Preparing Professional Development Leaders
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record, Date Published: March 04, 2011
http://www.tcrecord.org ID Number: 16358, Date Accessed: 10/18/2017 11:54:33 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Hilda Borko
    Stanford University
    E-mail Author
    HILDA BORKO is a professor of education at Stanford University. Her research explores the process of learning to teach, with an emphasis on changes in novice and experienced teachers’ knowledge and beliefs about teaching and learning, and their classroom practices, as they participate in teacher education and professional development programs. With Karen Koellner and Jennifer Jacobs, she is designing and studying a program to prepare mathematics leaders to facilitate the Problem Solving Cycle model of professional development.
  • Karen Koellner
    Hunter College, City University of New York
    KAREN KOELLNER is an associate professor in mathematics education at Hunter College, City University of New York. Her research is focused on student's mathematical thinking, instructional practice and professional development.
  • Jennifer Jacobs
    University of Colorado, Boulder
    JENNIFER JACOBS is a Faculty Research Associate at the University of Colorado-Boulder in the Institute of Cognitive Science. Her focus is on educational and comparative research, specifically mathematics education, instructional practice, and professional development.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS