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| {{Title|Conceptualizing the Work of Leading Mathematical Tasks in Professional Development}}
| | Ashli Black, presenting at the 2015 NCTM Annual Meeting. |
| __NOTOC__
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| * Authors: [[Rebekah Elliott]], [[Elham Kazemi]], [[Kristin Lesseig]], [[Judith Mumme]], [[Cathy Carroll]], and [[Megan Kelley-Petersen]]
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| * Journal: [[Journal of Teacher Education]]
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| * Year: 2009
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| * Source: http://jte.sagepub.com/content/60/4/364.short
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| ==Abstract==
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| Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research—sociomathematical norms and practices for orchestrating productive discussion—to support leaders' understanding of facilitation of mathematics professional development. In this article, the authors describe the use of these frameworks in their work and argue for a third framework—the mathematical knowledge for teaching. Based on the analysis of their work, they believe that mathematics professional development leaders need to cultivate particular sociomathematical norms for teacher explanation and employ practices for orchestrating discussions to achieve the purposeful development of teachers' specialized knowledge of mathematics for teaching.
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| ==Outline of Headings==
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| * The Leader's Role in Professional Development
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| * Frameworks for Leader Practice
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| ** Social and Sociomathematical Norms
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| ** Practices for Orchestrating Productive Mathematical Discussion
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| * The Leader Seminar Model
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| ** Design Principles
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| ** Video Case Curriculum
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| ** Social and Sociomathematical Norms Framework
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| ** Practices Framework
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| ** Purposeful Progression of Activities
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| ** Participants and Data Collection
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| ** Seminar Data
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| ** Case Leader PD Data
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| * Analysis
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| * Results and Discussion
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| ** Leaders Respond Positively to Sociomathematical Norms and Practices for Orchestrating Discussions
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| *** Case leaders suggested that sharing should be a means to support learning
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| *** Leaders' ideas were tempered by tensions of working with adult learners on mathematics
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| *** Leaders see practices for sharing useful to support teacher learning
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| *** Leaders used practices differentially depending on familiarity of task
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| ** Leaders Recognize the Importance of Purpose in PD
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| *** Specifying purpose requires negotiation of multiple factors
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| *** Leaders' purposes were underspecified to guide their moves in PD
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| ** Implications and Evolving Frameworks for Leader Development Work
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| * Further Directions and Conclusion
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| ==Cite==
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| ;APA
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| : Elliott, R., Kazemi, E., Lesseig, K., Mumme, J., Carroll, C., & Kelley-Petersen, M. (2009). Conceptualizing the work of leading mathematical tasks in professional development. ''Journal of Teacher Education'', 60(4), 364–379. doi:10.1177/0022487109341150
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| ;BibTeX
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| <pre>
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| @article{Elliott2009,
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| author = {Elliott, Rebekah and Kazemi, Elham and Lesseig, Kristin and Mumme, Judith and Carroll, Cathy and Kelley-Petersen, Megan},
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| doi = {10.1177/0022487109341150},
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| journal = {Journal of Teacher Education},
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| number = {4},
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| pages = {364--379},
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| title = {{Conceptualizing the work of leading mathematical tasks in professional development}},
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| url = {http://jte.sagepub.com/content/60/4/364.short},
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| volume = {60},
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| year = {2009}
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| }
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| </pre>
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| [[Category:Journal Articles]]
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| [[Category:Journal of Teacher Education]]
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| [[Category:2009]]
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| [[Category:Teacher Knowledge]]
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| [[Category:Professional Development]]
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