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Teacher Development: Nurturing Classroom Practice and Professional Growth

Explore the body of knowledge, practice, and expertise that enhances learning through the perspectives of teachers as practitioners, mathematicians, and professionals caring for students. Discover the importance of peer support, reflection, coaching, and engaging with material for effective teaching strategies. Learn how to enhance access and make social-emotional development a fundamental aspect of professional practice.

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Teacher Development: Nurturing Classroom Practice and Professional Growth

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  1. Teachers as Professionals vs. Teaching as a Profession What is the body of knowledge, practice and expertise that furthers learning?

  2. What we talk about when we talk about teaching: 1: Teachers as classroom practitioners. 2: Teachers (of math) as mathematicians. 3: Teachers as professionals charged with the care of young people. 4: The context in which we work.

  3. Supporting and developing classroom practice: • Peer support of new teachers can be nurturing and free of fear or threat. • It should be organized and led by other teachers. • Veteran teachers also need mechanisms for reflecting on their practice.

  4. Who needs a coach? See “Personal Best – Should Everyone have a Coach?” by Atul Gawande, The New Yorker, 10/3/2011

  5. Math Teachers as Mathematicians • We must ourselves engage with the material through the habits of mathematical practice. • PROMYS, Park City Mathematics Institute, Math for America • How can we expand access? • How can we make this a generally accepted part of professional practice?

  6. Caring for Students’ Social and Emotional Development • SMP 1: “…persevere in solving [problems]” • SMP 3: “…critique the reasoning of others” • How do we teach these things?

  7. We can’t do (all of) it on our own • Support from university mathematics faculty • Training in teaching observation • Training in adult learning • A more supportive approach from policy-makers

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