Examining novice teacher leaders' facilitation of mathematics professional development

Hilda Borko, Karen Koellner, Jennifer Jacobs

Research output: Contribution to journalArticlepeer-review

94 Scopus citations


This paper reports on novice teacher leaders' efforts to enact mathematics PD through an analysis of their facilitation in workshops conducted at their schools. We consider the extent to which teacher leaders facilitated the Problem-Solving Cycle model of PD with integrity to its key characteristics. We examine the characteristics they enacted particularly well and those that were the most problematic to enact. Facilitators were generally successful with respect to workshop culture and selecting video clips for use in the PD workshops. They had more difficulty supporting discussions to foster aspects of mathematics teachers' specialized content knowledge and pedagogical content knowledge. We suggest a number of activities that may help to better prepare novice PD leaders to hold effective workshops. Furthermore, we conjecture that leaders of mathematics PD draw from a construct we have labeled Mathematical Knowledge for Professional Development (MKPD), and we posit some domains that may comprise this construct.

Original languageEnglish (US)
Pages (from-to)149-167
Number of pages19
JournalJournal of Mathematical Behavior
StatePublished - Mar 2014
Externally publishedYes


  • Facilitating professional development
  • Knowledge for professional development
  • Mathematics professional development
  • Professional development leaders
  • Teacher leaders

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education
  • Applied Mathematics


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