Publication Date
2014
Abstract
Mathematics Specialists and administrators need to define what they should see students and teachers doing in classrooms that promote proficiency and understanding in mathematics. Formal, divisionwide professional development on this topic can quickly guide and inform a large group of administrators in one setting. However, potentially more powerful professional development can occur on a small scale one building at a time through mathematics department learning walks.
Volume
14
Issue
1
First Page
27
Last Page
40
Rights
© 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/)
DOI
https://doi.org/10.25891/J859-B146
Recommended Citation
Bohidar, V.
(2014)
"Partnering with Principals Through Formal and Informal Professional Development,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 14:
No.
1, Article 6.
Available at:
https://scholarscompass.vcu.edu/jmsce_vamsc/vol14/iss1/6
Included in
Higher Education Commons, Physical Sciences and Mathematics Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
