How did math PD leaders adapt during COVID?
Mathematics coordinators kept using effective PD feature clusters when shifting school-team PD online during COVID-19.
Source
Mathematics coordinators as school team PD leaders before and during COVID-19
Study at a glance
- Design
- Qualitative / archival — PD-session study of mathematics coordinators and teachers before and during a later period
- N
- Coordinators and teachers from Israeli schools; group N not a single trial sample
- Population
- School mathematics coordinators and teachers in Israel
- Outcome
- How coordinators lead school-team professional development
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Inspect source passages
How did math PD leaders adapt during COVID?
These passages occur verbatim in the stored paper text. They support the points listed below; they do not verify every statement in the explanation.
Team sessions moved online in March 2020
As the team sessions moved online in March 2020, the teachers' reflective questionnaires refer only to the online period, while the coordinators’ reflective que
F2F coordinators initially 66 responses
the coordinators’ reflected practice change for the F2F period were initially comprised of 66 responses, of which 13 responses (19.
What they did
Researchers examined a school-based mathematics coordinator PD model before and during COVID-19 using observed PD sessions and reflective responses about practice change, coding them against effective PD features and leadership-for-practice ideas.
What they found
The integrated PD model showed structural stability across face-to-face and online periods while supporting transition to school-team PD leadership. Coordinators applied similar effective-PD feature clusters they experienced themselves.
The limits
What it doesn't show
This is not a randomised test of student math achievement gains. Reflective responses and selected observations from one national PD context may not generalise everywhere.
Key terms
- Mathematics coordinator
- A teacher-leader responsible for guiding school mathematics teams and PD.
- Professional development (PD)
- Structured learning experiences intended to improve teachers' knowledge and practice.
- Effective PD features
- Design elements such as content focus, active learning, collaboration, and expert support linked to stronger PD.
- LPI
- A leadership-for-practice-improvement framing used to interpret coordinators' evolving role.
- School-team PD
- Professional learning organised with colleagues inside the school rather than only off-site courses.
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Quiz yourself
How many school-setting PD hours are required in the described policy?
Common questions
What training-hour requirement shapes Israeli school PD here?
Teachers must complete 60 hours of school-setting training, with 30 hours credited via this pathway.
When did team sessions move online?
March 2020.
Did the PD model collapse online?
No—authors report structural stability alongside transition to school-team PD.
What data besides observations were used?
Coordinators' and teachers' reflective questionnaires about practice change.
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