- Subject index
Written by three noted mathematics educators, this volume presents a process-based approach to building a high-quality mathematics program based on five NCTM principles and four NCSM leadership principles.
Chapter 8: Fostering Professional Development
Fostering Professional Development
Continual learning and appropriate application of learning are hallmarks of effective schools (Kaser, Mundry, Stiles, & Loucks-Horsley, 2001). Mathematics leaders must be responsible for carefully orchestrating learning for mathematics teachers and support staff. This orchestrated delivery of professional development can take many forms.
In education, most professional development is done in a workshop setting. Teachers rarely are given choices about the type of professional development in which they can engage and consequently may have difficulty relating new knowledge to existing practice ...