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1. Teachers’ perceptions and uptake of professional development overtime

   https://doi.org/10.1016/j.ijedro.2023.100308  

   Koellner, Karen; Seago, Nanette; Riske, Amanda; Placa, Nicora; Carlson, David (June 2024, International Journal of Educational Research Open)

   This study captured middle and high school teachers’ perceptions of what they learned from professional development (PD) 3–4 years after participating in one of three National Science Foundation funded year-long PD projects. We surveyed 66 teachers from three different PD projects on the types of content, pedagogy, and resources that they remembered learning and continue to use when teaching mathematics. Results indicate that teachers remember and use many aspects from their PD experiences 3–4 years down the road. Most residual learnings from PD also appear to be highly aligned with the goals and intentions of the PD developers and researchers and may be related to the kind of PD design on the adaptive-specified continuum.Inter 

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2. Using Visual Representations: How using visual representations may provide teacher leaders with a tool for supporting sustained teacher learning

   Placa, Nicora; Koellner, Karen; Seago, Nanette (December 2023, NCSM journal of mathematics education leadership)

   This paper highlights two teachers that participated in two different professional development (PD) experiences who sustained new teaching practices and learning five years after participating. Both PD projects focused on visual representations (VRs) and encouraged and modeled ambitious teaching practices. Teachers provided video clips and participated in interviews to illustrate and describe changes that took place in their learning and practice. Our qualitative analysis showed that (1) the teachers’ use of VRs appears to be strongly connected to teachers' own active learning of VRs in PD, (2) VRs appears to be a key factor that supported the teachers’ use of other ambitious teaching practices in their classroom and (3) that the two teachers remembered and continued to use ambitious practices and VRs in their classrooms in ways that not only aligned to the goals and intention of the PD, but also adapted and extended representations to different mathematical domains and settings. Implications for mathematics education leaders suggest that a focus on VRs may be one tool to anchor learning to deepen teachers’ abilities to engage in ambitious teaching practices. 

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3. Changes in practicing secondary teachers’ professional noticing over a long-term professional development program

   https://doi.org/10.51272/pmena.42.2020-297  

   LaRochelle, Raymond; Hill-Lindsay, Sloan; Nickerson, Susan; Lamb, Lisa (December 2020, Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Sacristán, A.I.; Cortés-Zavala, J.C.; & Ruiz-Arias, P.M. (Ed.)

   Much of the research on the development of professional noticing expertise has focused on prospective teachers. We contend that we must investigate practicing teachers as well, and in particular practicing secondary teachers, because they bring with them years of teaching experience and are situated in unique contexts. Hence we studied the longitudinal growth of the professional- noticing expertise of a group of practicing secondary teachers (N=10) as they progressed through a 5-year professional development (PD) about being responsive to students’ mathematical thinking. Results indicated that the first half of the PD supported their interpreting and deciding-how-to- respond skills, and the second half of the PD supported their attending skills, which were already strong even before the PD. We compare these results with the activities that occurred in the PD and discuss implications for future research and PD programs. 

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4. Mapping epistemic orientations towards science with classroom instruction: A longitudinal professional development

   Morandi, S.; Hagan, C.; Granger, E. M.; Schellinger, J.; & Southerland, S. (January 2023, American Educational Research Association Annual Meeting)

   As part of a larger effort to understand the impact of professional development (PD) on teachers’ thinking and practices, this research explores changes in epistemic orientation (and associated practices) of two cohorts of secondary science teachers as they were involved in a longitudinal PD. To measure epistemic orientation, Epistemic Orientation toward Teaching Science surveys were administered at three-time points and teachers’ classrooms were observed. Findings suggest that change in epistemic orientation occurred for teachers who engaged in two years of PD, but that one year was not sufficient to engender such changes in epistemic orientation or instructional practice. These findings speak to the need for continuous, highquality, longitudinal PD. 

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5. ClassInSight: Designing Conversation Support Tools to Visualize Classroom Discussion for Personalized Teacher Professional Development

   https://doi.org/10.1145/3613904.3642487  

   Ngoon, Tricia J; Sushil, S; Stewart, Angela EB; Lee, Ung-Sang; Venkatraman, Saranya; Thawani, Neil; Mitra, Prasenjit; Clarke, Sherice; Zimmerman, John; Ogan, Amy (May 2024, ACM)

   Teaching is one of many professions for which personalized feedback and reflection can help improve dialogue and discussion between the professional and those they serve. However, professional development (PD) is often impersonal as human observation is labor-intensive. Data-driven PD tools in teaching are of growing interest, but open questions about how professionals engage with their data in practice remain. In this paper, we present ClassInSight, a tool that visualizes three levels of teachers’ discussion data and structures reflection. Through 22 reflection sessions and interviews with 5 high school science teachers, we found themes related to dissonance, contextualization, and sustainability in how teachers engaged with their data in the tool and in how their professional vision, the use of professional expertise to interpret events, shifted over time. We discuss guidelines for these conversational support tools to support personalized PD in professions beyond teaching where conversation and interaction are important. 

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