A Model for Differentiating Professional Learning

Full Description: 

This article, published in the Journal of Mathematics Education Leadership, describes an innovative model for differentiating professional development (PD) to address teachers’ wide range of content knowledge, experiences, and interests. The model has three components: (1) core activities that all participants experience, (2) choice points that allow teachers to choose options to individualize their learning, and (3) reflection and self-assessment opportunities to help teachers reflect on their knowledge and identify areas to strengthen. Using the model, the authors created and tested three hybrid (face-to-face and online) PD courses on fraction, decimal, and positive/negative number concepts from the Common Core State Standards for Mathematics (CCSSM) for mathematics teachers, general educators, and special educators in grades 4–7. This article describes the model, shares implementation findings, and offers suggestions to help mathematics education leaders plan and facilitate PD that is differentiated for their teachers’ needs.

Author(s): 

Amy BrodeskyEmily Fagan, Cheryl Tobey, Linda Hirsch

Publication Date: 

04/01/2016
Meeting teachers professional development needs