DMPC offers districts on-going professional development through in-person workshops and follow-up sessions, regular on-site coaching, and support of collaborative teaching models. Below are components of a plan that can be modified to fit particular cases of implementation.
In-Person Workshops and Follow-up Sessions
Consist of a summer institute and mid-year follow-up sessions led by curriculum authors targeting:
- mathematical content and standards for mathematical practice
- curricular structure and design principles
- pedagogical approach
Our approach is designed for participants to construct a common image of both the intended curriculum and its associated pedagogical approach. These workshops are problem-based. Teachers spend substantial time doing mathematics together in small groups and engaging in whole class mathematical discourse. Later, participants reflect on how the mathematical discourse was facilitated by workshop leaders. Workshop leaders also provide presentations describing an overview of the structure and design principles of the curriculum.
Regular On-site Coaching
Together with teachers on special assignment and/or administrators, project staff conduct multi-day site visits. A site visit consists of sharing goals in advance; observing lessons and reflecting on instructional practice; discussing mathematical content and observed student thinking. We recommend two three-day long visits per semester. As a form of professional learning, we invite site administrators and/or district instructional coaches to join us at a subset of these visits and as a means of sustaining instructional practice.
Teachers as Collaborators
Lasting professional learning takes place in community. Therefore, DMPC seeks ways, beyond workshops and follow-up sessions, to collaborate on continued problems of teaching and learning associated with teaching this curriculum. We view teachers as collaborators and co-constructors of professional learning and DMPC curriculum.