Professional Development and the Mathematics Educator

Copyright © 2018 by M. Warnasuriya Ed.D.

ISBN:                  Softcover            978-1-9845-5463-5

                            eBook                  978-1-9845-5462-8

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Rev. date: 09/20/2018

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CONTENTS

Introduction

Chapter 1: Growing Professionally as an Educator

Chapter 2: Effective Mathematics Professional Development

Quality and Innovation

Providing Teachers with Opportunities to Engage through Collaboration

Placing an Emphasis on Content and Skills

Being Sustained and On-going

Placing a Focus on Collegiality

Allowing Teacher Participation in the Construction of Professional Development

A Focus on Teacher Dispositions towards Professional Development

Administrative Support

Chapter 3: Professional Development Models for Mathematics Educators

Individually-guided Staff Development

Observation and Assessment

Involvement in a Development and Improvement Process

Training

Inquiry

Chapter 4: Application of Adult Learning Theories to Professional Development

Knowles’ Andragogy

Illeris’ Three Dimensions

McClusky’s Theory of Margin

Jarvis’s Learning Process

Chapter 5: Benefits of Professional Learning Communities for Teachers and Students

The Meaning of a Professional Learning Community

Collaboration is Key

Data-Driven Decision-Making within the Professional Learning Community

How Professional Growth Occurs within the Professional Learning Community

Chapter 6: Introduction to a Qualitative Research Study: The Impact of Professional Development on Middle School Mathematics Teachers

Chapter 7: Benefits of Professional Development in the Context of Mathematics Knowledge Attained

Gaining a Deeper Understanding of Mathematics Concepts and Application to Real Life

Enhancing Awareness of Curriculum and Instruction

Acquiring a Higher Understanding of a Global Curriculum

Chapter 8: Benefits of Professional Development in the Context of Mathematics Skills Attained

The Ability to Apply a Wide Range of Instructional Strategies to Address the Needs of Diverse Students

Tailoring Instruction to Students’ Learning Styles

Student collaboration

Technology Integration

Cross-Curricular Integration

Chapter 9: Benefits of Professional Development in the Context of Teacher Dispositions

Enhancing Teacher Beliefs in Student Capabilities

Developing Optimism about Teacher Efforts in the Classroom

Chapter 10: Implications of the Research Study Results for Practice

References

Dedicated to

my colleagues at St. John the Baptist School, Baldwin Park, California….

Introduction

Teaching is a formidable force. The role of the educator in the academic success of a student cannot be underestimated at any point in time. Quality teaching is the corner stone of successful learning outcomes. When students are exposed to a dynamic educational atmosphere where their individual learning needs are met, it ensures their academic growth and advancement. Teachers who create such environments frequently experience better results with their students. Successful teachers are not only simply charismatic and persuasive presenters. Rather, they engage their students in robust cognitive and social tasks and teach the students how to use this learning productively (Joyce, Weil, & Calhoun, 2009). Successful teachers implement innovative instructional strategies, are aware of students’ strengths, and consistently work to improve their own knowledge base through professional growth endeavors (Warnasuriya, 2018). The major role of teaching is to create powerful learners (Joyce, Weil, & Calhoun, 2009). In order to accomplish this, teachers must equip themselves with tools in the form of pedagogical knowledge and the subject awareness that is necessary to help students attain advancement. These tools can be obtained through various forms of professional development.

In the context of mathematics education, professional development is an invaluable resource for teachers. It is an essential mechanism for deepening teachers’ understanding of content and developing their teaching practices. As a result, professional development could be a cornerstone of systemic educational reform (Smith & O’ Day, 1991). Regardless of the students they encounter, teachers who continue to advance in their instructional skill can impact learning in significant ways. Teacher beliefs and perceived abilities within the classroom are influenced by their educational attainment (Wilcox-Herzog, 2002). A strong foundation in content and pedagogy enable teachers to deliver effective instruction and tailor it to students’ individual learning requirements. Research has shown that