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. |