Standards-Based Mathematics Reform

This paper will demonstrate the pre-service teachers’ understanding of mathematical practices as part of the Common Core State Standards in Mathematics. It will address two specific standards for Mathematical Practices, describing the essence of both and providing a description of how teachers facilitate these practices and how students are engaged in the practices.

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

Professional Development measures the degree to which teachers value continuous personal development and school-wide improvement.

Our parish has seen a drop in the math scores with the new PARCC test. With this weakness being of the utmost importance, a responsible district leader, should engage in professional practice by ensuring that their administrators and teachers are working as a team to improve student achievement. Everyone should work together in order to promote positive change concerning this districts math scores. Observations should be conducted by the administrators and by district level supervisors in order to find any strength and weaknesses that may need to be addressed. ISLLC standard 2, states that the school administrator should sustain an instructional program conducive to student learning and staff professional growth. In order to do this, everyone on the team must be open to diversity and innovation, which includes the constructive criticism from the Danielson Rubric used during observations, and adoption of new curriculums. The district level supervisors have to provide professional development for all teachers in order to implement a new curriculum

This paper explores the Professional Development System of the Volusia County School Districts and how they are implemented. It addresses the unique contributions of Charlotte Danielson and how her Framework for Teachers influenced and aided the Florida Educator Accomplished Practices (FEAPs). This paper also addresses Assessment, Volusia Proficiency Model (VPM) and Problem solving techniques currently used in Volusia County Schools. It concludes with the author’s thoughts on how he would implement the knowledge and skills in each of these areas of Professional Development in the teaching and learning process.

At my school professional development in its formal sense is truly lacking. In the beginning of the year we had a week of lackluster professional development, so far we have had one day of PD to follow up on classroom management. As a senior teacher and 10th grade team captain I have observed many teachers complain about needing classroom observations, feedback, professional development that deals with lesson planning, data and data analysis, classroom management and even expectations. In our school we are a very young group, the oldest teacher being early

Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current

Ms. Kostos is a second grade teacher. During her time as a teacher she has seen the math standards and expectations for students evolve from just getting an answer, to thinking about how a problem is solved and communicating that process to others, while using the

Dr. Janine Remilliard “Is an Associate Professor and a primary faculty in the Teacher Education program, and the Teaching, Learning and Leadership Division, in Graduate School of Education at the University of Pennsylvania. She was awarded an Early Career research grant from the National Science Foundation to support her project”. Learning to Teach Mathematics in Urban Classrooms and is involved in many projects, such as directing a number of studies focusing on math teaching curriculum Dr. Remilliard is involved in international research. She participates with educators from China and South Korea and is determined to continue to make a change in the world by sharing her knowledge and skills.” (University of

These teachers were diverse in race, gender, years of experience, and taught in rural, suburban, and urban schools in Michigan. Through the analysis of surveys, classroom observations, and in-depth interviews, Manouchehri found several common characteristics among these teachers that influenced their successful implementation of reformed teaching practice. The first shared characteristic among these teachers was a strong sense of teacher efficacy and a clear vision for the type of teaching and learning they strove to implement in their classrooms. Even those teachers whose students faced daunting social, economic, and cognitive barriers to learning had a clear sense of the powerful influence they had over student learning, despite the many aspects of their students’ lives that they could not control. These teachers were confident in their own ability to make sense of mathematics themselves and had a clearly articulated vision for how teaching and learning standards-based mathematics looked in their classrooms. Another shared trait among these teachers was a deep philosophical commitment to education as a catalyst for social change, mathematics as a tool for student empowerment both in and out of the classroom, and themselves as change agents with a mission and a calling to influence society through the moral act of

This paper will summarize the session of a pre-k math session. Secondly describe the evaluation results in connection to the five stages of professional development. Lastly, analyze the lower -rated aspects of the session for improvement. I recently attended a professional development session for pre-k Math. This professional development session has help enhance the pedagogy for novice teachers. The professional development courses were designed to help share how pre-k math helps students rote count, patterns, geometry, compare, short, long. The skills will help teachers prepare students with the concept of Pre-k math.

Some studies have shown that preservice teachers and in-service elementary teachers have knowledge gaps in their mathematics content and pedagogical content knowledge (e.g., Ball, 1990; Ma, 1999). The knowledge that teachers have for teaching influence their instruction and the lack of such can limit how they teach mathematics for understanding (Borko & Putnam, 1996). For this reason, teacher preparation programs and professional development forums should emphasize and provide the opportunities for learning to teach mathematics for conceptual understanding. Not only do such opportunities build on preservice teachers’ mathematics content knowledge, but they also introduce them to the new ways of teaching mathematics that they may not have experienced in their earlier mathematics learning.

Teaching is a very rewarding career if you learn and understand how to work with the diversity of the classrooms we teach in. As teachers, we need to be more vigilant of where are students come from. Before we can teach we need to know who we are teaching and what background, knowledge, and customs they bring with them to the classroom. We must also be aware of the factors that are relevant to the academic achievement of the students we currently teach. There are many of these factors, but I want to focus on two; teacher quality and low teacher expectations.

Most everyone in public education will tell you they are the business of ensuring better outcomes for all students. At its most ideal, public education is intended to be the great equalizer in a democratic society. Meanwhile, despite all of these good intentions outcomes for all students are not always "better" or even equitable. In nearly 20 years of work in public education, I have been a witness to, and part of, several issues that could have created better results for students, but didn't. Still, if handled differently, these efforts could have indeed meant improved outcomes for schools, teacher and, most importantly, students. After years of experience and research, along with many discussions among colleagues and regular personal reflection, I have concluded that one of the most effective ways to positively impact student achievement is through increased teacher morale and competency. One way to best ensure this state of teaching bliss and effectiveness would be to reduce the number of available resources and professional development opportunities.

Most mathematics teachers have observed that many students have poor performance in mathematics. Classroom researches over the years show that mathematics instruction has continuously been taught in a traditional manner wherein only a few students understand and grasp the concepts (Winters, Cerulli, Bjork, & Mor, 2006). Teaching mathematics has been viewed as unappealing to the majority of students and has been outdated and not connected with their interests and experiences, bringing about poor performance in mathematics (Goodrum, Hackling, & Rennie, 2001).