Virginia Mathematics Teacher Fall 2016

and D’n’A projects was the low number of classroom observations. This challenge is currently being prioritized in the Bridges project. Recommendations – A General Model of Professional Development Focused Collaboration A general model of PD design is presented in Figure 2 and reflects a workflow for those seeking to form and maintain school-university collaborations for mathematics or science. The workflow reflects a collective commitment to SOL- based teacher PD as well as SOL-based classroom instruction, a focus on collaborative PD design between school divisions and university faculty, careful selection of research-based PD practices based on project goals and division needs, and the deployment of evaluation and feedback gathering mechanisms to inform refinement of the project at all stages of its implementation. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher 33 (8), 3-15. Bybee, R.W., Taylor, J.A., Gardner, A., Van Scotter, P., Powell, J.C., Westbrook, A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications. Colorado Springs, CO: BSCS. Clarke, D. (2000). Time to reflect. Journal of Mathematics Teacher Education 3, 201– 203. Darling-Hammond, L., Wei, R.C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Beyond . Stanford, CA: National Staff Development Council. Novack,, G. & Middendorf, J. (2004). Just-in- time teaching: a 21 st century pedagogy. Retrieved from https://serc.carleton.edu/ introgeo/justintime/what.html Flick, L.B. & Lederman, N.G. (2004). Scientific inquiry and nature of science: Implications for Teaching, Learning, and Teacher Education. NY: Springer . Popham, J. (2006). All about accountability/ needed: A dose of assessment literacy. Educational Leadership 63 (6), 84-85. References

Sampson, V., Grooms, J., and Walker, J. (2011). Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education 95 (2), 217-257. Stenmark, J.K., Beck, P. & Asturia, H. (1994). A room with more than one view. Mathematics Teaching in the Middle School 1, 44-49. Virginia Department of Education (2014). Mathematics and Science Partnership Program Request for Proposals. Retrieved from http://www.doe.virginia.gov/ federal_programs/esea/title2/part_b/ implementing_msp.shtml Virginia Department of Education (2013). Mathematics and Science Partnership Program Request for Proposals. Retrieved from http://www.doe.virginia.gov/ federal_programs/esea/title2/part_b/ implementing_msp.shtml Virginia Department of Education (2012). Mathematics and Science Partnership Program Request for Proposals. Retrieved from http://www.doe.virginia.gov/ federal_programs/esea/title2/part_b/ implementing_msp.shtml Virginia Department of Education (2011). Mathematics and Science Partnership Program Request for Proposals (first round). Retrieved from http:// www.doe.virginia.gov/federal_programs/ esea/title2/part_b/ implementing_msp.shtml Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007-No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/ edlabs/regions/southwest/pdf/ rel_2007033.pdf

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