Session Information
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Proceeding
Abstract of proposed session
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.
Keywords
University of Georgia, Georgia Performance Standards, High school implementation, Professional development
Recommended Citation
Jacobson, Erik D. and Singletary, Laura M., "Paper 2: Collaborating to Meet the Standards: Implications for Professional Development" (2010). Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference. 3.
https://digitalcommons.georgiasouthern.edu/gamte/2010/proceedings/3
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Paper 2: Collaborating to Meet the Standards: Implications for Professional Development
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.
