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.
© 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/)
"Partnering with Principals Through Formal and Informal Professional Development,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 14
, Article 6.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol14/iss1/6