Standards for Professional Development


Staff Development Standards that my sessions address:

  • Organizes educators into learning communities whose goals are aligned with those of the school and district.
  • Uses student data to determine student and educator learning priorities, monitor progress, and help sustain continuous improvement.
  • Uses multiple sources of information to guide improvement and demonstrate its impact.
  • Prepares educators to apply research to decision making
  • Uses learning strategies appropriate to the intended goal.
  • Provides educators opportunities for collaboration.
  • Deepens educators' content knowledge
  • Prepares them to use various types of classroom assessments appropriately.

National Staff Development Council. (2001). NSDC standards for staff
     development. Retrieved on June 8, 2006 from
     http://www.nsdc.org/standards/index.cfm

Professional Math Teaching Standards that my sessions address:

Standards for Teaching Math
Standard 1: Worthwhile Tasks

  • based on sound and significant mathematics
  • take into account students’ understandings, interests, experiences
  • take into account diverse learners
  • develop mathematical understanding and skill
  • are engaging
  • promote mathematics communication
  • explore problem formulation, problem solving, and reasoning
  • promote a positive disposition toward mathematics
  • makes connections among math topics and across curricula

Standard 2: Discourse
Teachers promote discourse by:

  • posing engaging questions and tasks that challenge student thinking
  • listening to student ideas
  • requires students to justify answers
  • deciding which issues brought forth by students need to be addressed
  • deciding when to clarify, model, lead, or allow struggle

Standard 4: Tools

  • technology
  • concrete materials
  • pictures, diagrams, tables, graphs

Standard 5: Learning Environment

  • respect and value student ideas
  • work independent and collaboratively
  • take intellectual risks
  • validate and support ideas with mathematical arguments

Standard 6: Analysis of Teaching and Learning

  • gather information about student learning by observing and listening
  • examine effects of tasks, environment, and discourse on student learning
  • ensure the development of positive disposition toward math
  • make short and long-term plans

 

Standards for Math Teacher Professional Development
Standard 1: Experiencing Good Math Teaching
Continuing education programs should:

  • Pose worthwhile tasks
  • Engage teachers in mathematical discourse
  • Use tools such as technology and models
  • Create supportive learning environments
  • Encourage teachers to take mathematical risks

Standard 2: Knowing Mathematics
Math teacher education should develop knowledge of content:
  • Mathematical concepts and procedures
  • Mathematical connections among concepts
  • Multiple representations of concepts and procedures
  • Reasoning, solve problems, and communicate

Standard 3:  Knowing Students as Learners of Mathematics
Continuing education programs should:
  • Research on how students learn math
  • Effects of student age, abilities, interests, and experiences on learning math
  •  

Standard 4:  Knowing Mathematical Pedagogy Continuing education programs should develop teachers’ knowledge of and ability to use:
  • Instructional materials, resources, and technology
  • Ways to represent math concepts and procedures
  • Instructional strategies and classroom organization
  • Discourse and promote a mathematical community
  • Means for assessing student understanding
  •  

Standard 5:  Developing as a Math Teacher
Continuing education programs should provide:
  • Work with a diverse range of students individually, in small groups, and in large settings
  • Collaborating with math education professionals
  • Analyze and evaluate own teaching
  •  
     
    National Council of Teachers of Mathematics. (1991). Professional standards for teaching
        mathematics. Reston: NCTM.