Study reveals perspectives on professional learning for math teachers

The recent report titled "Prioritizing Curriculum-Based Professional Learning for Mathematics Teachers: District, Principal, and Teacher Perspectives from the American Educator Panels" provides insights into the views of districts, principals, and math teachers regarding professional learning (PL) focused on mathematics. The study examines various factors that influence district and school leaders' decisions when selecting math-focused PL. These factors include the level of autonomy principals have in choosing PL activities, teachers' experiences with these activities such as time spent and perceived usefulness, and how much principals and math teachers consider these PL activities to be curriculum-based.

The findings are detailed for both national respondent groups and specific responses from principals and teachers in the four largest states: California, Florida, New York, and Texas. The report also explores differences in feedback from principals and teachers across different grade levels—elementary, middle, or high schools—and provides recommendations for district and school leaders to consider when developing PL opportunities for math educators.