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Professional Development for Secondary Math Teachers – Podcast Episode 59 | Classnotes Podcast 59

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Aurelio M. Montemayor, M.Ed.Classnotes Podcast (September 29, 2009) Expertise in teaching math can mean many things, like knowing the content and pedagogy. It also means understanding how to teach your particular content to your specific students, such as English language learners. Staff development for teachers, then, needs to consider all of these types of teacher expertise. Jack Dieckmann, Ph.D., a former senior math education specialist at IDRA and current doctoral student at Stanford, discusses how teacher training needs to validate teacher experience and address multiple dimensions like content and language development. Jack is interviewed by Aurelio Montemayor , M.Ed., director of the IDRA Texas Parent Information and Resource Center.

Show length: 20:46

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Resources

Center on Continuous Instructional Improvement
http://www.cpre.org/ccii/

Learning Mathematics for Teaching
http://www.umich.edu/~lmtweb/

Transformations – They’re not just for functions!
By Kathryn A. Brown, IDRA Newsletter
http://www.idra.org/resource-center/transformations/

The “Fourth-Grade Slump” and Math Achievement – Addressing the Challenge with Student Engagement
By Kristin Grayson, M.Ed., and Veronica Betancourt, M.A., IDRA Newsletter
http://www.idra.org/resource-center/the-fourth-grade-slump-and-math-achievement/

Community Conversations about Math Learning and Teaching
By Kristin Grayson, M.Ed., and Aurelio M. Montemayor, M.Ed., IDRA Newsletter
http://www.idra.org/resource-center/community-conversations-about-math-learning-and-teaching/

Pedagogical Content Knowledge – What Matters Most in the Professional Learning of Content Teachers in Classrooms with Diverse Student Populations
By Adela Solís, Ph.D., IDRA Newsletter
http://www.idra.org/resource-center/pedagogical-content-knowledge/

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Show Notes

  • Jack explains the many dimensions of a teacher's "expertise."

  • Jack discusses how professional-development needs of ESL teachers vary widely.

  • Jack summarizes a literature review on professional-development models for math teaching that Mary Kennedy compiled at the
    University of Michigan , including her focus on "clear student outcomes" and the emergence of cognitively guided instruction (CGI).

  • Jack talks about the importance of connecting modeling and coaching to the specific content areas of instruction.

  • Jack argues that professional development must move away from a "flat" mentality that all teachers enter at the same starting point and need the same training. Rather, the existing experience and expertise of teach teacher must be considered and incorporated into the training.

  • Jack explains the dangers of match teachers dividing themselves along ideological lines.