Professional Development to Deepen Teacher Content Knowledge: Program Design

Professional learning opportunities for teachers of mathematics and science have increasingly focused on teachers' content knowledge. Programs aimed at deepening teachers' mathematics/science content knowledge vary in the specific kind of content knowledge they target (e.g., disciplinary content knowledge, pedagogical content knowledge, or ways of knowing/habits of mind). Similarly, programs vary in the strategies they use to achieve their particular content goals.

Advice from experienced practitioners offers guidance about designing programs to deepen teachers' mathematics/science content knowledge. Insights provided by a group of expert practitioners with diverse backgrounds and experiences in working with teachers included the following ideas:

• You can't do it all: When addressing multiple goals for deepening teacher content knowledge, program leaders must make difficult decisions about how deeply to pursue each goal.
• One size does not fit all: Professional development strategies/interventions must be chosen based on their fit with the content, the audience, and the intended goals.
• It takes time: Developing deep mathematics/science conceptual understanding requires providing teachers with multiple opportunities to explore new ideas.
• Meet teachers where they are: It is important to design activities that are both accessible and challenging to teachers with a range of mathematics/science content understanding.
• Think big picture: Consider how the various experiences during the summer(s) and academic year(s) will work together in deepening teacher knowledge and skills.

Teacher Content Knowledge Matters

Empirical evidence demonstrates that teachers' mathematics/science content knowledge makes a difference in their instructional practice and their students' achievement. Consistent findings across studies include:

• Teachers' mathematics/science content knowledge influences how teachers engage students with the subject matter.
• Teachers' mathematics/science content knowledge influences how teachers evaluate and use instructional materials.
• Teachers' mathematics/science content knowledge is related to what their students learn.