REFLECTING ON THE 2015 CILIP CONFERENCE
Written by Martin Mullin, Head of UK Acquisitions. CILIP is the Chartered […]
Dale Seymour Publications
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This five-session module provides administrators with the opportunity to explore the topic of professional development in their schools. They consider what teachers need to learn -- about mathematics, making sense of children's understandings, and facilitating discourse to further mathematical thinking -- in order to facilitate substantive mathematical learning for children in the classroom.
Administrators discuss what makes for meaningful professional development for teachers, and are introduced to a variety of ways in which teachers might best be supported to re-conceptualize their mathematics teaching. Administrators explore what kinds of support, beyond extending opportunities to take part in professional development offerings, are necessary for teachers who are deepening their practice of teaching mathematics.
They consider how a culture of critical colleagueship, in which teachers engage with each other in substantive and intellectually critical examinations of learning and teaching, might support learning in schools. And they discuss some of the tensions that are inherent in attempting both to respond to individual needs, and in trying to reach all teachers within a school or district community.
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