CCT is investigating the kinds of supports that are needed to develop the capacity of teacher leaders to effectively implement two curriculum-based professional development (PD) programs (Addressing Accessibility in Mathematics and Math for All) in their districts. Three key questions guide this research:
- What do facilitators need to know and do in order to enact professional development curricula well?
- What challenges do materials that are focused on both math and students with disabilities provide? (Speciﬁcally, how do special education/math content facilitator teams work? What are the content challenges on both sides of this collaboration? What are the instructional practice challenges? What are the challenges with working with colleagues?)
- What are the critical features of support for facilitators? What kinds of models for support to PD facilitators work well?