PROFESSIONAL DEVELOPMENT PRINCIPLES

Design

Sound professional development in adult education mathematics should be designed to:

• begin with teachers as mathematics learners and thinkers.
• be a continuing process that is connected to curriculum and assessment standards, program policy and instruction and current research. 
• be welcoming and accessible to all – to literacy and language teachers as well as to those who primarily teach mathematics. 
• be evaluated with respect to its impact on teacher behavior in relation to increased student learning.

Content

Professional development opportunities should focus on improving teachers’ abilities to:

• establish a deep understanding of the mathematics of the curriculum and its principles.
• understand how adults’ mathematical knowledge develops, how to recognize previous misconceptions, and how to assess and engage prior knowledge.
• use a broad range of instructional strategies that utilize a variety of materials to accomplish learning goals.
• understand how research can be used to improve their effectiveness as teachers.