To successfully implement transitional math, it is necessary to have a comprehensive, ongoing, and timely approach to professional development. State-level supports like summits, webinars, face-to-face trainings, and resources have been and will continue to be offered and expanded. These efforts support administrators and counselors but also teachers. While these supports help, local professional development will also be necessary for success with the implementation in the classroom.
Here is a possible framework for professional development that will meet the needs of teachers.
- Attend a summit to learn about PWR and TM
- Observe a class period of a class that is similar to the TM course at another high school or a community college
2. Intensive instruction
- Attend a workshop that covers all the aspects of teaching the course such as philosophy, instruction, groupwork, assessment, grading, projects, technology, etc.
3. Regular check-ins
- At least one a quarter, meet with other transitional math teachers to discuss how things have been going, what will be accomplished in the next quarter, and what adjustments should be made.
- If there is only one teacher in a high school teaching a TM course, the teacher should connect with other teachers in the partnership to get feedback.
4. Ongoing support
- Regularly talk to other teachers and the community college liaison either in person, by phone, by email, or via discussion board. This approach provides help for issues that arise in between the regular check ins. Documents and ideas can be shared.