Selecting a few focal Standards for Mathematical Practice at a time was more productive for teacher PD than studying all SMPs simultaneously¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? MiC district staff learned that digging deeply into a few focal SMPs at a time was more productive than asking teachers to study all SMPs simultaneously. → Perry 2019

Evidence¶

Perry 2019¶

Perry, R., Marple, S., & Reade, F. (2019). Roadblocks and routes: Professional development in Math in Common districts. San Francisco, CA: WestEd. https://www.wested.org/permissions

q1 · i? · design · r1

Observational finding reported by the report authors from the Math in Common initiative: "selecting a few focal SMPs at a time to dig into deeply was more productive" than studying all simultaneously. SMP 1 and SMP 3 were common early focal standards. No effect size is printed.

"MiC district staff learned that selecting a few focal SMPs at a time to dig into deeply was more productive than asking teachers to study them all simultaneously."

Discussion¶

Related Claims¶

• Elementary teachers were more likely than high school teachers to report that standards-related professional development had extensive impact on their teaching practices — related
• Principals actively engaged in prioritizing math at their sites were more likely to organize teacher learning time and involve coaches — related
• Teachers actively synthesize professional-development practices with their own context rather than transferring them intact — related