Supporting Staff Developers in Improving Mathematics Education for Students with Disabilities
2008 to 2013

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:

    1. What do facilitators need to know and do in order to enact professional development curricula well?
    2. What challenges do materials that are focused on both math and students with disabilities provide? (Speci´Čücally, 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?)
    3. What are the critical features of support for facilitators? What kinds of models for support to PD facilitators work well?


Lynn Goldsmith (PI)
Amy Brodesky (PI)
Louisa Anderson
Fred Gross