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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.

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Cite This Article as: Teachers College Record, Date Published: March 04, 2011
https://www.tcrecord.org ID Number: 16358, Date Accessed: 2/24/2021 6:33:37 PM

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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.
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