This project is designed to study the Partnership for Reform in Secondary Science and Mathematics professional development model. The research on this model will contribute to the knowledge base on professional development through an empirical investigation of the model of supported teacher collaborative inquiry. The research addresses how the interactions amongst Professional Learning Community teachers contribute to new understandings about teaching, learning, and disciplinary content, and whether this translates into changes in classroom practice.
About Me (Bio):
I am currently facilitating a mid-high school mathematics teacher study group/PLC. I just earned a Ph.D. in Mathematics Education with a dissertation on the Principal's Leadership Role in Implementing Mathematics Reform.