Faculty Development

Phase I

• Profile faculty interests, strengths, and professional development needs through individual interviews and classroom observations
• Profile faculty pedagogical content knowledge using the Diagnostic Mathematics Assessments for Teachers
• Cross-reference student achievement data with faculty profiles
• Identify curricular content associated with both low student achievement and low faculty pedagogical content knowledge
• Develop recommendations for a multi-year professional development program focused on this content, associated pedagogical content knowledge, and the technologies needed to transform its teaching and learning
• Identify institutional opportunities and obstacles associated with the development and deployment of this program
• Meet with faculty and administrators to present and discuss these findings and recommendations

Phase II

• Recruit teacher-leaders to participate in the design of a comprehensive professional development program that leverages faculty interests, knowledge, and wisdom to develop, pilot, evaluate, and disseminate high value professional development to all faculty
• Deliver periodic workshops and seminars focused on prioritized curricular content, pedagogical content knowledge, technology implementation options, and  best practices
• Begin the development a valid, reliable, useful model for sampling, evaluating, and associating teacher pedagogical content knowledge, classroom practice, and student achievement
• Foster development of a self-sustaining community of practice capable of responding in a timely and professional manner to a wide range of needs and opportunities
• Foster a mathematical culture that promotes student engagement and achievement and sustained faculty discourse

Curriculum Alignment

• Cross-reference local, state, and national standards with school district curricula and assessment programs
• Compare and contrast the formal curriculum and the enacted curriculum
• Build a knowledge base of best practices, curricular resources, and technology implementations associated with high-value curricular topics and strands

Technology Training

• Develop and deliver training in the use of mathematical technologies to promote student engagement, concept development, critical thinking, and problem-solving
• Work with teacher-leaders and district IT personnel to identify and acquire technology-rich curricular resources for use in whole-group and small-group discussions and in investigations that directly address curricular and assessment priorities
• Work with teacher-leaders and district IT personnel to motivate, facilitate, and sustain faculty participation in district-sponsored and other professional online forums dedicated to the improvement of teaching and learning
• Work with teacher-leaders and district IT personnel to train faculty in the use of student assessment and data management systems

Program Evaluation

•  Negotiated.  Call to begin a discussion.