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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. 

The COVID-19-induced closure of schools significantly impacted the field experiences of students enrolled in teacher preparation programs. We addressed this ongoing challenge by adapting an early field experience model for secondary teachers that shifted online mid-semester. The University Teaching Experience model deploys a cohort of preservice secondary mathematics teachers to support instruction in an introductory university mathematics course. When the designated mathematics course moved online, the preservice teachers were able to continue their field experience by facilitating small-group discussions in virtual breakout rooms. To understand the perspectives of the stakeholders participating in the online field experience, we conducted semi-structured one-on-one interviews with the preservice teachers, the mathematics course instructor, and the university mathematics students involved in this setting. Early results indicated that the preservice teachers were highly valued by both the course instructor and the undergraduate mathematics students. Additionally, the preservice teachers appreciated the opportunity to continue their field experience, albeit in the more limited format. We present themes which emerged from preservice teacher interviews and share guidance for teacher preparation program faculty interested in trying an online early field experience while access to K-12 classrooms is limited.