From the Editor
Being Professional
To me, being a professional teacher means keeping abreast of the changes taking place in education. Like all other professions, education is not remaining static, and this is certainly evident when it comes to mathematics education. Significant changes are occurring in mathematics in what students are being taught as well as in how they are being taught and evaluated. This in turn places the responsibility on teachers to update regularly their content and teaching skills. Therefore, the Professional Development Programs for Teachers of Mathematics developed by NCTM should interest all of us.
Mathematics teachers , like all professionals, require ongoing and cumulative professional development programs that enhance and maintain their teaching skills and knowledge. Because mathematics and education are disciplines that grow and change, teachers cannot depend on what they learned as undergraduates to carry them through their entire careers. Research findings continually increase our understanding of teaching and learning. Further, social and technological changes increase the average person’s need to understand and use mathematics. These forces demand reconsideration of the content and methods of mathematics instruction.
Curricular and instructional changes, however, do not occur automatically. The extent to which new ideas and techniques are integrated with current classroom practices depends on teachers’ knowledge, motivation and commitment to continued professional growth. The improvement of mathematics programs depends on well-prepared and well-informed instruction.
Such changes and improvement require teachers to have opportunities for quality professional development. Providing these opportunities, which should maintain, enrich and improve the skills and abilities that teachers need to serve their students best, is the responsibility of districts, schools and individual teachers.
To help promote quality instruction in mathematics, NCTM encourages and supports developing and implementing comprehensive professional development programs. The Council recommends that such programs be developed according to the following guidelines:
1. Professional development programs for teachers of mathematics should be based on a strong commitment to professional growth.
a. An appropriate person should be responsible and accountable for teachers’ professional development.
b. Sufficient time should be allocated for individuals to assess needs, plan activities, lead or participate in programs, and evaluate outcomes.
c. Sufficient funds should be available to support professional development programs and ensure teachers’ participation in them.
2. Professional development programs for teachers of mathematics should be carefully planned.
a. Clear objectives should be established.
b. The programs should improve students’ learning experiences by improving the skills and knowledge of their teachers.
c. Those whom the programs are designed to assist should contribute significantly in planning the programs.
d. Extensive assessments of individual and collective needs should serve as bases of the programs.
e. Current concerns and issues in mathematics education should be reflected in the content of the programs.
f. The programs should be ongoing and cumulative.
3. Professional development programs for teachers of mathematics should recognize individual differences.
a. Various formats, including workshops, conferences, institutes, courses and in-school discussion sessions, should be used.
b. Programs should be tailored to meet the needs of teachers with diverse knowledge, skills and experiences.
4. Professional development programs for teachers of mathematics should be effectively conducted and should include the following features:
a. A blending of mathematical content and effective pedagogy
b. Active participation of teachers
c. Attention to the concrete, day-to-day problems of teachers
d. An integration of theory and practical applications
e. Communication of objectives to participants
f. Opportunities for teachers to practise new skills and techniques in the classroom
g. Incorporation of support and follow-up activities
5. Professional development programs for teachers of mathematics should be systematically evaluated, with attention to these issues:
a. Determining if the needs they are designed to meet have been satisfied
b. Using the results from the evaluation to improve and develop future programs
Art Jorgensen
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