Objectives: It is well established that professional development (PD) is effective when learning opportunities are 1) closely connected to teachers’ classroom practice, supporting new practices in context, and 2) collaborative, enabling teachers to experiment with and reflect on new practices together (Authors, 2013a; Ball & Cohen, 1999; Cochran-Smith & Lytle, 1999; Darling-Hammond & Richardson, 2009; Grossman, Hammerness, & McDonald, 2009).

Significance, Objectives, and Theoretical Framework: The ever-increasing population of English Learner students (ELs) urgently needs opportunities to learn mathematical content in ways that emphasize mathematical communication and reasoning. Unfortunately, teachers are not consistently trained in how to support ELs to meet content standards (Bunch, 2013; Wei, Darling-Hammond, & Adamson, 2010).

Objective: The Next Generation Science Standards affirm an important vision for science education: Science for all students (AAAS, 1994; NRC, 2012b). In this vision, teachers engage students in three-dimensional (3D) learning by braiding scientific content with scientific and engineering practices and crosscutting concepts while fostering inclusive science classrooms. This approach aims to provide opportunities for all students to develop and use knowledge to make sense of phenomena experienced in their world and find solutions to problems (NRC, 2012b).

Objectives: We designed and studied an online, video-based, lesson analysis professional development (PD) course focused on energy concepts. The first goal of the project was to enhance teacher knowledge and practice related to energy concepts to ultimately improve student learning. The second goal was to study the promise of efficacy of the various components of the course in enhancing teacher knowledge and practice and student achievement. 

Do teachers learn from classroom video clips on an online professional development site beyond what they indicate in the posted commentary? By comparing quantitative web usage data plus coded online video comments to qualitative interview data from 41 users of the Everyday Mathematics Virtual Learning Community (VLC), we hope to understand what, and to what extent, individual users learn from video online.

Objectives & Perspectives: This project addresses a fundamental challenge for professional development––how to support teachers to improve their practice. Decades of research have demonstrated that many common approaches to professional development do not adequately support improvements in teachers’ capabilities (e.g., Cohen & Hill, 2001; Garet et. al, 2001; Tyler, 1971). In response, there has been increasing momentum around developing new and different forms of professional development.