The design, implementation, and impact of a collaborative responsive professional development (CRPD) model

Abstract

It is important to design professional development (PD) around teachers’ professional thinking and needs. Researchers have explored how teachers center on and build upon students’ thinking in mathematics teaching, but few studies have investigated how to identify and be responsive to teachers’ ongoing needs while planning and enacting effective PD. As such, this study presents a Collaborative Responsive Professional Development (CRPD) model that arose from efforts to elicit and validate teachers’ voices to design PD experiences that were relevant and meaningful to them. We share the rationale of the model design, its implementation during a two-year PD project, and its impact on teachers’ instructional practice.