Toward a Scalable Model of Mathematics Professional Development: A Field Study of Preparing Facilitators to Implement the Problem-Solving Cycle

本研究旨在通过培养中学数学教学领导者的促进技能，来扩展数学专业发展的问题解决周期模型。这项研究包括2年半的准备工作，并为一个拥有大量少数民族学生的大型城市学区内的所有ILs提供支持。这些外籍教师将与他们学校的数学老师一起实施PSC。研究人员将分析il所需的准备和支持，实施的质量，以及PD过程对il、教师和学生的影响。

The proposed study is an effort to bring the Problem-Solving Cycle model of mathematics professional development to scale by fostering the facilitation skills of middle school mathematics instructional leaders (ILs). The study includes 2½ years of preparation and support for all the ILs within a large urban school district with a substantial minority student enrollment. These ILs will implement the PSC with the mathematics teachers in their schools. Researchers will analyze the preparation and support that ILs need, the quality of their implementation, and the impact of the PD process on ILs, teachers, and students.