Featured Paper Session: Coherence and Change in Teacher Professional Learning Communities
Abstract
Project Pathways is an ongoing Math and Science Partnership at Arizona State University to implement and research teacher professional development in six large urban school districts. One component of Project Pathways has been school-based Professional Learning Communities (PLCs) for interdisciplinary groups of secondary mathematics and science teachers. PLC sessions engage teachers in conceptual conversations about knowing and learning central ideas in secondary mathematics and science, discussion and assessment of student thinking, development of inquiry-based conceptually-focused lessons, and reflection on the effectiveness of their instruction. This presentation focuses on results related to the following research questions:1. What issues motivate teachers to engage productively in a PLC around reflection on teaching practice and implementing change in their classrooms?
2. What supports are necessary for engaging teachers reform efforts derived from various motivating issues?