This article describes the impact of an adaptive professional development program for K-8 mathematics teachers to enhance their implementation of standards that were streamlined to promote improved student learning and achievement. Students from the participating district scored higher than the state average and a neighboring district during the three years of implementation. Survey data showed growth in teacher enactment of dynamic problem-posing lessons during the three years of professional development. Peer classroom observations and shared reviews of student work samples were considered pivotal to teachers changing their instructional practices.
Kent, Laura B.
"Attaining philosophical alignment: Localizing systemic change through adaptive professional development,"
Administrative Issues Journal: Vol. 9
, Article 2.
Available at: https://dc.swosu.edu/aij/vol9/iss2/2
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