Attaining philosophical alignment: Localizing systemic change through adaptive professional development

Abstract

This article describes the impact of an adaptive professional development program for K-8 mathematics teachers to enhance their implementation of standards that were streamlined to promote improved student learning and achievement. Students from the participating district scored higher than the state average and a neighboring district during the three years of implementation. Survey data showed growth in teacher enactment of dynamic problem-posing lessons during the three years of professional development. Peer classroom observations and shared reviews of student work samples were considered pivotal to teachers changing their instructional practices.