Mathematics and Science Professional Development
Research indicates that teacher practice is refined through structured collaborative effort among teachers within the school system. Thus, most of our sessions build on the same suite of protocols and tools we use in providing intensive support to local schools or districts and include a similar emphasis on deepening understanding of local or national education standards.
In addition, we offer sessions to deepen teacher knowledge of pedagogy and content. Research[*] suggests that teachers benefit from respectful support systems that enable them to continue their learning individually and collectively to improve student performance. Thus, our professional development protocols assume that good teaching can be learned, and that such learning depends on district structures that support such ongoing professional learning.
If you would like us to bring a session to your district, contact us at:
firstname.lastname@example.org to learn more.
- Transition to College Mathematics Summer Professional Learning Session
- A Study of the Common Core State Standards for Mathematics
- Advanced Quantitative Reasoning (AQR) / Advanced Mathematical Decision Making (AMDM) Institute
- Navigating and Understanding the Mathematics TEKS
- Using the Mathematical Processes to Reach the STAARs
- The Biology TEKS: From Standards to Assessment
- The Elementary Science TEKS: From Standards to Assessment
- Introduction to A Framework for K–12 Science Education
- The Middle School Science TEKS: From Standards to Assessment
- Physical Science: From Planning to Assessment
- Scientific Argumentation
- STAAR Biology: Assessment Activities for the Texas Readiness Standards
- Systems Thinking in Biology
- Teaching Energy for Deeper Understanding
- Teaching Matter for Deeper Understanding
- Understanding Chemistry: Formative Assessment Activities for the Texas Standards
- Using Formative Assessment to Guide Instruction
- Using Recurring Themes to Improve Science Teaching and Learning
[*] See, for example, M. S. Garet, A. C. Porter, L. Desimone, B. F. Birman, & K. S. Yoon. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945, and R. Yerrick, H. Parke, & J. Nugent. (1997). Struggling to promote deeply rooted change: The “filtering effect” of teachers’ beliefs on understanding transformational views of teaching science. Science Education, 81(2), 137–159.