The
professional development of mathematics and science teachers is similar
to the development of other professionals. There should be times when teachers
can observe and talk with master teachers; can study the latest research
on teaching and learning; can reflect on their own teaching performance,
and do their own action research to help every student achieve and learn
mathematics and science. The process of becoming effective mathematics
and science teachers is a continuing, lifelong one that extends throughout
their careers. Teachers constantly need to build up their knowledge and
skills base, because science and mathematics are disciplines that are rapidly
changing and have great significance in the lives of people and their world.
As practitioners, learners, and researchers, teachers become more effective
as they keep abreast of and contribute to the development and refinement
of new approaches to teaching, assessment, and curriculum.
These professional development standards are adapted from the National Council of Teachers of Mathematics Professional Standards for Teaching Mathematics and the National Research Council National Science Education Standards, Draft Version. These standards are intended to assist all people with roles in planning, developing, and delivering professional development to teachers of mathematics and science at the preservice and continuing education levels. Because the standards assume that professional development is continuous, there is no attempt to separate standards for prospective teachers and standards for practicing teachers. Professional development needs to be coherent and collaborative. Therefore, teachers, schools, districts, departments of education, institutions of higher education, and other service providers must work together to encourage coordinated teacher development programs.
Along with the standards for mathematics, science, teaching, and assessment, the professional development standards for teachers in these two disciplines focus on a vision of mathematical and scientific literacy for all Pacific children and constitute an effort to improve mathematics and science learning in classrooms across the region. Therefore, opportunities for teachers to extend their knowledge and skills must be clearly and appropriately linked to their work in the school. If this vision is to be achieved, the professional development of science and mathematics teachers must include the development of the knowledge, skills, understandings and attitudes reflected in the Pacific Standards for Excellence Series.