Teacher of Mathematics Issues for Today and Tomorrow : Proceedings of a Conference (1987) / Chapter Skim
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SUPPORTING THE CHANGES
SUPPORTING THE CHANGES
Pages 65-80
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From page 65... ...
NCTM membership was selected as a baseline, voluntary activity that manifests a mathematics teacher's desire to grow professionally. Ratings on 19 formal and informal professional development activities and 2 on classroom teaching (remedial mathematics and advanced placement or gifted mathematics)
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From page 66... ...
Table 2 summarizes the mean ratings, standard deviations, and percent of participation by the awardees and the comparison group in responses to the questionnaire. Implications of Findings These data constitute a beginning step toward identifying valuable professional development activities for secondary mathematics teachers.
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From page 67... ...
Career Level Instructors Professional Teachers Stage III Self-confident, demonstrated effectiveness, continue to grow through competence and status among peers Career Professionals Teacher Activities Take additional courses in mathematics * Read journals, esp.
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From page 69... ...
Wayne. "Staff Development: An Individualized Developmental Model." Kappa Delta Pi Record, 19(2)
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From page 71... ...
What is new are the ways in which local school districts can provide this support. At one time, local school districts were far more concerned about the financial support for teachers.
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From page 72... ...
In effect, they have eliminated research and development, professional development, quality control, and the opportunity to move their districts ahead programmatically. By including teachers in planning, by letting them share their talents, by praising them for their good work, and by helping them to grow professionally, their development into ideal teachers will be encouraged.
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From page 73... ...
These should not be ways that would move the state merely to endorse the Holmes and Carnegie notions of moving teacher training to the graduate level, but ways of thinking creatively about policies that would foster that and other approaches. This would encourage institutions to proceed in those directions, something at which we have not been particularly adept.
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From page 74... ...
I spent several years working with the legislature in New Mexico, then six years as Nevada State Superintendent. During the years in Nevada especially, I went to almost every session of the legislature to ask for financial support for the continued professional growth of teachers.
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From page 75... ...
To support statewide policies that go beyond individual districts and with financial support from the state, we have created 18 educational service centers. They are not really like the educational service centers or intermediate agencies that exist in other states.
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From page 76... ...
It would be remiss to talk about what must be done to encourage the development of ideal teachers and not talk about salaries and the value we place upon these people. Addressing the compensation question has not been easy, particularly at the state level, because one quickly runs headlong into conflicts with the district government structure, with organized teacher groups, and so forth.
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From page 77... ...
To get an idea of the problem, we can draw from a science classroom in a typical small rural high school -- not a math classroom, but a science classroom. The following example is fairly typical, not an anomaly: a high school chemistry class being taught by a mathematics teacher who has roughly a minor in mathematics, with three hours of undergraduate coursework in chemistry -- strictly lecture, no laboratory.
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From page 78... ...
From some of the laboratory work that has been done, we know that teachers can engage effectively in research and inquiry about their teaching methods; we ought to ensure that opportunities and financial support are provided for some of our teachers to inquire systematically into their teaching practices. We also ought to build financial incentives that support institutional collaboration, not just individual collaboration.
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