Providing Job Embedded Professional Learning for Mathematics Specialists

Authors

Ian T. Shenk, Hanover County Public SchoolsFollow
Vickie L. Inge, University of Virginia (retired)Follow
Candace J. Standley, Culpeper County Public SchoolsFollow
Allison C. DePiroFollow

Publication Date

2021

Abstract

We know that if professional learning opportunities are to be meaningful and create long-lasting and systemic change, they must be ongoing and job-embedded. One of the most beneficial aspects of having mathematics specialists in schools is that they can provide job-embedded professional learning directly to teachers. Perhaps due to the strong impact mathematics specialists have on teaching and learning, we may overlook the need to provide professional learning to support the growth of mathematics specialists themselves. Just as we provide coaching to teachers to affect their professional growth, we must identify similar opportunities to affect the growth of mathematics specialists. This paper will identify the purposes of these opportunities to include supporting growth in content knowledge, pedagogical expertise, coaching skills, and professionalism and leadership. We recognize that sustained efforts must be undertaken to see significant growth in these areas. Through interviews with individuals from Virginia school divisions and professional organizations, we identify models that can be replicated to provide the recommended professional learning for mathematics specialists.

Volume

17

Issue

1

DOI

https://doi.org/10.25891/pbdq-8k63

Recommended Citation

Shenk, Ian T.; Inge, Vickie L.; Standley, Candace J.; and DePiro, Allison C. (2021) "Providing Job Embedded Professional Learning for Mathematics Specialists," Journal of Mathematics and Science: Collaborative Explorations: Vol. 17: No. 1, Article 15.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol17/iss1/15