After being part of a week-long math institute, both the principal and the Mathematics Specialist from an urban school district partnered to develop a professional development plan. It incorporated a Lesson Study Model that supported collaborative learning teams, focused on the instructional process, and incorporated reflection and feedback. Although the faculty had engaged in other forms of professional development, the lesson study process was seen as a powerful vehicle that invited a level of coaching and cross-collaboration. This article focuses on the shared viewpoints of the principal and the Mathematics Specialist who worked together to build a mechanism for professional learning for improved mathematical proficiency and understanding.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
Alger, M. and White, R.
"Learning Together: Using Action Research to Design Professional Development,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 14
, Article 5.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol14/iss1/5