Professional Development

This series includes lessons and professional development video sessions focused on: multilingual learning strategies for STEM, culturally responsive strategies for STEM, knowledge building strategies for STEM, semantic waving in science instruction, and autonomy touring in science instruction.

The Spiral Notebook app is a digital portfolio tool that enables teachers to efficiently capture multiple representations of classroom practice via documents, images, and videos, and organize, share, and discuss evidence of student thinking reflected in these multimedia artifacts.

This collection of Responsive Math Teaching (RMT) professional learning resources includes the RMT model, planning and coaching protocol, lesson plan templates, and frameworks for discussing learner thinking and facilitating productive struggle.

This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one coaching.

This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one coaching.

This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one coaching.

This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one coaching.

This library contains lessons and tools designed for preservice teachers that focus on argumentation, or quality talk, in high school science.

This site offers professional learning materials for elementary teachers and teacher leaders, including a Responsive Mathematics Teaching Toolkit and Lesson Planning and Analyzing Tools.

This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical thinking. Interviews used a think-aloud method to capture real-time framing as teachers observed children’s thinking on the same problem, using written work from their own and unfamiliar classrooms.