PROFESSIONAL DEVELOPMENT STANDARDS

ENGAGING TEACHERS IN THE PROFESSIONAL DEVELOPMENT PROCESS

Effective professional development enables teachers to become active in establishing the school as a center of inquiry which supports their ongoing professional growth as teachers.

Teachers' professional development, within and outside their classrooms, is a product of their willingness to reflect on their practice and participate in educational opportunities to enhance and extend their knowledge and understanding of their discipline, of teaching, and learning. As professionals, teachers take responsibility for their own growth and development and for the overall improvement of the education community. Support and encouragement of teachers by schools and school districts helps them accept these responsibilities.

As professionals, effective mathematics and science teachers take an active role in professional development by accepting responsibility for:

• building their knowledge, skills, and attitudes as bases for lifelong learning,
• experimenting thoughtfully with a variety of approaches and strategies in the classroom,
• reflecting on learning and teaching individually and with colleagues, · participating in workshops, courses, and other educational opportunities in mathematics and science,
• participating as an active member of the community of mathematics and science educators at the local, regional, and national level,
• keeping current by reading articles, accessing research and discussing ideas in mathematics, science, and education,
• using their skills and knowledge to generate new knowledge about the disciplines and the teaching and learning of mathematics and science,
• participating in planning, delivering, and evaluating professional development for mathematics and science teachers,
• participating in school, community, and entity efforts to bring about positive change in mathematics and science education.

Effective teachers develop as professionals continuously throughout their careers. Focusing on their classroom practice, they may test a variety of approaches to engage students in mathematics and science, explore possible strategies for assessment, and experiment with different ways of organizing the classroom. These teachers analyze and adapt strategies, examining their effectiveness in helping students develop understanding and confidence. Beyond the classroom, teachers also evolve as participants in a wider educational community. They read, talk with colleagues, engage the community, and take the initiative to press for improvement.

Teachers can take an active role in their professional development through such activities as:

• forming special-interest groups within their schools to investigate ways technology might better enhance their teaching,
• participating in summer programs to learn new topics,
• meeting with teachers from neighboring schools and entities to explore ways of working together to offer advanced courses for their students via telecommunications,
• working on curriculum renewal with other mathematics and science teachers to change the nature and kinds of courses,
• joining local associations, attending meetings, making presentations, and assuming leadership roles.

Professionalism among teachers is built through a support system that links them to colleagues inside and outside their particular schools. Teachers should be able to turn to colleagues for information on any aspect of mathematics and science education to expand their views of the disciplines, their resources for teaching, and their repertoire of teaching and learning skills. This interaction provides intellectual refreshment, and leads teachers to see their role as team players with input into and responsibility for the entire process of education.