Standards for Professional Development

Staff Development Standards that my sessions address:

  • Organizes educators into learning communities whose goals are aligned with those of the school and district.
  • Uses student data to determine student and educator learning priorities, monitor progress, and help sustain continuous improvement.
  • Uses multiple sources of information to guide improvement and demonstrate its impact.
  • Prepares educators to apply research to decision making
  • Uses learning strategies appropriate to the intended goal.
  • Provides educators opportunities for collaboration.
  • Deepens educators' content knowledge
  • Prepares them to use various types of classroom assessments appropriately.

National Staff Development Council. (2001). NSDC standards for staff
     development. Retrieved on June 8, 2006 from

Professional Math Teaching Standards that my sessions address:

Standards for Teaching Math
Standard 1: Worthwhile Tasks

  • based on sound and significant mathematics
  • take into account students’ understandings, interests, experiences
  • take into account diverse learners
  • develop mathematical understanding and skill
  • are engaging
  • promote mathematics communication
  • explore problem formulation, problem solving, and reasoning
  • promote a positive disposition toward mathematics
  • makes connections among math topics and across curricula

Standard 2: Discourse
Teachers promote discourse by:

  • posing engaging questions and tasks that challenge student thinking
  • listening to student ideas
  • requires students to justify answers
  • deciding which issues brought forth by students need to be addressed
  • deciding when to clarify, model, lead, or allow struggle

Standard 4: Tools

  • technology
  • concrete materials
  • pictures, diagrams, tables, graphs

Standard 5: Learning Environment

  • respect and value student ideas
  • work independent and collaboratively
  • take intellectual risks
  • validate and support ideas with mathematical arguments

Standard 6: Analysis of Teaching and Learning

  • gather information about student learning by observing and listening
  • examine effects of tasks, environment, and discourse on student learning
  • ensure the development of positive disposition toward math
  • make short and long-term plans


Standards for Math Teacher Professional Development
Standard 1: Experiencing Good Math Teaching
Continuing education programs should:

  • Pose worthwhile tasks
  • Engage teachers in mathematical discourse
  • Use tools such as technology and models
  • Create supportive learning environments
  • Encourage teachers to take mathematical risks

Standard 2: Knowing Mathematics
Math teacher education should develop knowledge of content:
  • Mathematical concepts and procedures
  • Mathematical connections among concepts
  • Multiple representations of concepts and procedures
  • Reasoning, solve problems, and communicate

Standard 3:  Knowing Students as Learners of Mathematics
Continuing education programs should:
  • Research on how students learn math
  • Effects of student age, abilities, interests, and experiences on learning math

Standard 4:  Knowing Mathematical Pedagogy Continuing education programs should develop teachers’ knowledge of and ability to use:
  • Instructional materials, resources, and technology
  • Ways to represent math concepts and procedures
  • Instructional strategies and classroom organization
  • Discourse and promote a mathematical community
  • Means for assessing student understanding

Standard 5:  Developing as a Math Teacher
Continuing education programs should provide:
  • Work with a diverse range of students individually, in small groups, and in large settings
  • Collaborating with math education professionals
  • Analyze and evaluate own teaching
    National Council of Teachers of Mathematics. (1991). Professional standards for teaching
        mathematics. Reston: NCTM.