Collaborating to Meet the Standards: Implications for Professional Development

Authors

Erik D. Jacobson, University of GeorgiaFollow
Laura M. Singletary, University of GeorgiaFollow

Document Type

Article

Publication Date

2010

Abstract

Researchers from the University of Georgia interviewed 27 Mathematics 1 teachers about their experiences during the first year of the high school implementation of the Georgia Performance Standards (GPS). We report our findings about teachers’ experiences with Mathematics 1 professional development and describe features of professional development that teachers identified as most beneficial. Some teachers offered suggestions for professional development that differed from the professional development they had experienced. In addition, we found that many teachers used collaborative strategies to meet the demands of the new curriculum and the perceived inadequacies of resources and training. We discuss the various models of collaboration that teachers described and conclude with a discussion of the implications of our findings for future professional development that supports the GPS.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Jacobson, Erik D. and Singletary, Laura M. (2010) "Collaborating to Meet the Standards: Implications for Professional Development," Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators: Vol. 4: Iss. 1, Article 3.
DOI: 10.20429/gamte.2010.040103
Available at: https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol4/iss1/3