Chapter 9: Utilizing a PDS Partnership to Support Teachers’ Implementation of a Standards-Based Mathematics Curriculum

This chapter describes a research study in which the author served as a professor-in-residence in a professional development school (PDS) for a year, supporting teachers’ implementation of standards-based mathematics curriculum. The author supported two teachers using a co-teaching model and supported the other five teachers on the grade level by attending gradelevel mathematics planning meetings. Findings indicated variance in the two teachers’ instructional practices and student achievement on two unit assessments. Further, teachers who reported using the standards-based mathematics curriculum with fidelity were associated with gains on the unit assessments. Implications for PDS partnerships and professors-in-residence are shared in light of the findings.