#Mathstudio exe professional#

We sought to understand how STs in a teacher credential program with a history of attention to diverse learners were learning about their CLD students through TI. Purpose/Objective/Research Question/Focus of Study Teacher inquiry (TI) holds promise as one such opportunity. To avoid this development pattern, student teachers (STs) need opportunities to concentrate especially on needs of culturally and linguistically diverse (CLD) students. Learning to meet students’ needs challenges new teachers often focused on procedures, management, materials, and curriculum.

#Mathstudio exe professional#

Implications for the development of educator professional learning systems are discussed and a coda sharing the current efforts of the collaborative is presented. Emphasis is placed on the importance of shared authority with teachers, optimism inherent to design thinking, and relationship and community building throughout these phases.

Drawing on principles from design thinking, findings identify the importance of the empathize, define, ideate, and prototype phases in designing innovative systems for professional learning. This approach employed features of high-quality professional development throughout the planning activities. This ten-month case study offers one planning approach to engage important stakeholders, including principals, other education leaders, professional development providers and especially teachers, in a process to design a regional professional learning collaborative. While many researchers have identified the importance and criteria of high-quality professional learning, little research explains how this professional learning can be implemented in a regional system. Teacher professional learning is foundational to high quality P-12 education. In order to implement meaningful classroom and field experiences, these opportunities require collaboration between PreK-12 schools and institutions of higher education to work towards equity, accept educational responsibility, and prepare culturally and linguistically responsive teachers (Lucas et al., 2018). Including core teaching practices (i.e., high-leverage practices) and practice-based opportunities within preservice teacher education to support elementary students, in general, and in support of ELs more specifically, have emerged as promising pathways to support equitable teaching and to more effectively prepare TCs for their work as teachers (Horn & Little, 2010 Peercy, 2014 Peercy & Troyan, 2017 Von Esch & Kavanagh, 2017). As teacher education standards and state-level certification requirements increasingly include the teaching of English learners (ELs) 1 as a part of preservice teacher education, teacher educators are teaching courses that focus on instruction for ELs for all teacher candidates (TCs) in order to best prepare teachers for linguistic diversity (Deng et al., 2021). © 2017, American Association of Colleges for Teacher Education. Framing the preparation of classroom teachers to teach EL students within theories of adaptive expertise may inform teacher education pedagogies and contexts for teacher learning. We examine the potential of studio days to help preservice teachers build integrated knowledge about rigorous mathematics and language instruction. Using data from a qualitative study involving a practice-based design-the studio day-in teacher education, we illustrate key elements of the framework.

We propose a framework of adaptive expertise that highlights scaffolding instructional practice while simultaneously creating opportunities for preservice teachers to collectively engage with problems of practice and critical reflection in real time in classrooms. This article argues for EL teaching work to be situated within theories of professional learning that focus on developing teachers who can flexibly and innovatively integrate EL instructional practice into content area teaching. Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators.