The future of math teacher professional learning
Files
Published version
Date
2021-10-13
Authors
Benoit, Gregory
Slama, Rachel
Reich, Justin
Moussapour, Roya Madoff
Version
Published version
OA Version
Citation
G. Benoit, R. Slama, J. Reich, R. Moussapour. 2021. "The Future of Math Teacher Professional Learning." Future of Math Teacher Professional Learning Provocation Series. https://doi.org/10.35542/osf.io/kncs9
Abstract
We summarize the results of a field scan that set out to describe the current state of math teacher learning and promising future directions for improving math teaching and learning for all learners, particularly those most underestimated by the education system. We share five key learnings: (1) math teacher learning is in a "steady state," where schools and districts generally use three approaches to support math educators: professional learning communities (PLCs), instructional coaching, and professional learning workshops, (2) researchers have not been able to document a strong link between each of these three approaches and teacher and student learning, with the exception of coaching which shows benefits for teachers but not direct evidence of student learning, (3) comprehensive programs that apply several of these approaches simultaneously with sufficient supports can improve math outcomes for students, but gains often dissipate when supports decline, (4) there are a few "points of light" of innovative new approaches including teacher-led learning innovations, teacher pipeline initiatives, practice-embedded models, and digital clinical simulations, and (5) there are opportunities for new initiatives in math education to pay greater attention to the implications for teacher learning. We discuss important critiques of our report and offer a "call to action" for stakeholders in the field.
Description
License
CC0 1.0 Universal (CC0 1.0) Public Domain Dedication