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Despite the complexity of facilitating professional development (PD) and growing attention to supporting facilitators, few tools exist for facilitators to engage in ongoing inquiry into their practice. In this article, we offer a practical measure, the Collaborative Professional Development Survey (CPDS), designed to provide facilitators with information about teachers' perceptions of aspects of the PD learning environment that research indicates matter for teachers' opportunities to learn. We illustrate how facilitators used the CPDS to support their collective inquiry into facilitation. We also illustrate the social processes that appeared to enable facilitators' productive use of the CPDS, including a routine to analyze the resulting data, and the orientations that underpinned their analysis. We discuss implications for facilitators' use of the CPDS.

Supporting teacher learning for normative change in classroom learning environments creates significant demands on principal leadership. We offer an analytic framework that aims to understand principal practice for instructional transformation. The framework examines how the principal's conception of teacher learning shapes practice in relation to particular contexts and support systems. We illustrate the explanatory power of this framework by using it to make sense of one elementary principal's practice in leading her school for instructional transformation in mathematics. Our analysis contributes to how leadership efforts to transform instruction might be studied and ultimately supported.

Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the "fourth wall" from theater and film studies. The "fourth wall" is a term used to describe the invisible wall that separates actors from their audience. We use this metaphor to interrogate the function of the fourth wall in professional learning and argue that it reflects a culture of professional learning that, despite innovations that tout teacher collaboration, upholds isolation in teaching and teacher learning and deep embedded norms of noninterference in one another's practice. We also attend to the possibilities for supporting teacher learning that breaching the fourth wall affords when shared enactments of practice are used as a context for teachers' sensemaking and collaboration.

This analysis examines the process of one research-practice partnership (RPP) engaged in the activity of decomposing elementary principal practice in the context of an instructional improvement initiative in mathematics. Decomposing, or breaking apart, complex practice has been used primarily by researchers to inform the design of pre-service teacher education. We argue that decomposition is a rich activity for researchers and practitioners to collaboratively engage in to support improvement efforts where practitioners are expected to transform their day-to-day practice. We examine what can be learned from the process by which one RPP engaged in decomposing practice that might be useful for other RPPs. Our retrospective, qualitative analysis supports understanding of how RPPs might engage in decomposition and the role decomposition might play in supporting RPPs to foster educational transformation in local contexts.

Researcher-practitioner collaborations often stop short of engaging researchers and teachers in collectively negotiating the moment-to-moment improvizational decision-making of instructional practice when students are present. We consider the potential for learning at one boundary that often exists between researchers and practitioners as they collaborate on instructional practice: the boundary between performing-teaching and observing-teaching. We draw on performance studies to conceptualize this boundary as a fourth wall. Our analysis examines researcher-practitioner collaboration across four sites in which participants were learning together about the complex work of facilitating student discussion. We analyze how one boundary crossing routine provided opportunities for researchers and practitioners to interact at the boundary of the fourth wall during enactment of discussion-based instruction with students. To analyze episodes of this routine, we draw on conceptualizations of potential learning mechanisms of boundary crossing in research-practice partnerships. Our findings identify and describe the mechanisms for researcher/practitioner learning that arose when our participants crossed the boundary of the fourth wall: perspective taking, boundary spanning, and recognition of shared problem spaces. We argue that these learning mechanisms create potential for researchers and practitioners to wrestle with and learn about the challenges and opportunities within facilitation of student discussions.

Engaging students in mathematical argumentation supports language development and conceptual understanding because students use verbal and written language in coordination with mathematical representations to notice patterns, make claims, and create and revise explanations. This study adds to the limited research base on how teachers learn to facilitate discussions specifically aimed to develop students' capacities to engage in argumentation. We analyze teachers' sensemaking about supporting argumentation in the classroom through their participation in an adaptive professional development (PD) design. The PD was embedded in two elementary schools with upper grade teachers which enabled them to engage in iterative cycles of investigation and enactment within their own classrooms. Through collaborative lesson design and inquiry into students' experiences, teachers attended to the language students produced as they tried to formulate conjectures and produce explanations and the classroom participation structures that supported them. Our results suggest shifts in how teachers understood their role. Both cases speak to the complexities teachers face as they try to realize the recommendations for enhancing language learning and provide insight into what "rich" discourse means.

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Supporting prospective teachers to enact high quality instruction requires transforming their methods preparation. This study follows three teachers through a practice-based elementary methods course. Weekly class sessions took place in an elementary school. The setting afforded opportunities for prospective teachers to engage in cycles of investigation and enactment. The course was focused on learning teaching practices through planning, rehearsing, enacting and reflecting on routine instructional activities that travel back and forth between field-based methods course and field placements. All three teachers grew in their capacity to lead goal-directed lessons by eliciting and responding to students' thinking. Our analysis connects the teachers' learning to the intentional design of the methods course.

The promise of university-public school partnerships as contexts for mutually beneficial learning, or "simultaneous renewal," has been well established (Goodlad, 1994, 1999). However, difficulties in creating and sustaining these kinds of collaborative contexts for teacher education are also well known, including practical challenges such as time and distance, as well as the nuanced and layered tensions between institutional missions, cultures, and practices (Mantle-Bromley, 2002; Teitel, 1997). Contemporary efforts to create and sustain university-public school partnerships are further complicated by dramatically increased accountability pressures arising from No Child Left Behind (NCLB). Discretionary time for public educators is a scarce and dwindling resource. As high stakes testing and related accountability pressures increase on institutions of higher education, chronic shortages of resources to support collaborative work with public school partners are a widely acknowledged fact of life in partnership work. In the context of these kinds of institutional pressures it is clear that collaborative partnership work must be carefully designed to yield visible and valued benefits for both university and public school-based educators (Yendol-Hoppey, League, Gregory, Ohlson, & Jackson, 2006). In this article, the authors describe a design strategy aimed at creating shared opportunities for teacher learning and development, including the learning of university faculty, that may be embedded in practical activities related to the analysis of P-12 student work. The authors offer three illustrations of how they have used this strategy to design shared contexts for learning that are relevant to the (differing) needs of teacher candidates, public school colleagues and university faculty. (Contains 1 table and 1 figure.)

Background/Context: The literature review by Phelps in this special issue highlights the challenges of research-practice partnerships and other forms of insider-outsider collaboration in education. In addition to addressing well-known challenges, this case study article focuses on the full-service community school model as a strategy to address holistic needs of students, families, and staff in poverty-impacted school contexts. Purpose/Objective/Research Question/Focus of Study: This article documents work that was conducted across five years, when a large research university partnered with an urban elementary school to establish a full-service community school. It provides an account of the assets, challenges, and processes that impacted our work, from the planning phase through four years of implementation. It describes efforts around four main areas: academic excellence, extended learning, holistic health and wellness, and family engagement. Research Design: This is a participatory case study with university educators and researchers working collaboratively with school professionals, community-based organizations, and families. Data Collection and Analysis: Many sources of data were included in our case analysis, including formative and summative student assessments, student attendance, service referrals, and office referrals for behavior. Running records of meetings, documentation of events, presentations, and reports submitted were also included. Interviews with key actors in the project were also collected and analyzed. Conclusions/Recommendations: Our partnership experienced some of the major challenges discussed in the literature. Turnover was overwhelmingly the most significant challenge. Student mobility and district boundary changes, new curricular adoptions for mathematics and literacy, new student assessments, new data tracking system, new bell times, and measures to cut transportation costs also impacted the effort. In spite of these challenges, we also experienced important successes. Centering relationships in our work has been an essential part of the success we experienced and is itself a success. At every phase, we remained at the table together, working to build relationships and sharing visions, goals, and practices. This resulted in important changes with stronger systems for tracking and using student data in educational decision making, health and wellness services now available to all students, and a universal social-emotional curriculum now in place. Family engagement and parent leadership are now essential dimensions of the school, with parents of color playing important roles to amplify their own and other parents' voices. Preservice teachers learned about full-service community schools in situ. We highlight the rich and complex narrative that emerged, which is not simply one of challenge but also one of resilience and strength. Carefully documenting this initiative can contribute to guiding implementation and refinement of a full-service community school model.

A core function of district leadership is providing instructional vision and support for school leaders and teachers. In this article, a Research-Practice Partnership focused on the improvement of elementary mathematics teaching and learning provides the context to study leadership development. We examine the process of one design team within the Research-Practice Partnership consisting of district leaders and university researchers using organizational learning. We found that as the team iteratively negotiated the design and implementation of a practical measure aimed at assessing and improving elementary mathematics instruction system-wide, the team's learning transformed the tools and routines of its work.

-1,2,4-triazol-5(4H)-one (7l). The data includes information such as melting points, infrared spectra, and nuclear magnetic resonance (NMR) spectra for each compound. These compounds are derivatives of 1,2,4-triazol-5(4H)-one with various substituents. The data provided can be useful for researchers studying these compounds and their potential applications. [Extracted from the article]

In this response to Kalenic-Craig's (2017) article, "The Rights of the Learner: A Framework For Promoting Equity through Dynamic Formative Assessment," I consider what implications the RotL framework has for the work that teachers and students must do in learning environments where these rights flourish. The RoTL emphasizes student sensemaking and communication in the classroom. Given the realities of classrooms as racialized, gendered, and classed spaces, this emphasis on communication demands critical consciousness for both teachers and students. [For "The Rights of the Learner: A Framework for Promoting Equity through Formative Assessment in Mathematics Education," see EJ1162636.]

In this article, we report on "Researching Mathematics Leader Learning" ("RMLL"), a project designed to support leaders in learning how to facilitate robust opportunities for teachers' mathematical learning. Our two-phase research design allowed us to construct a set of videocase seminars, enact the seminar design with leaders, analyze these data, refine our seminar design, and implement a second set of seminars with a new group of leaders. We drew on the noticing literature to examine leaders' pedagogical reasoning as they discussed videocases of professional development. In this article, we demonstrate how changes in our framework for leader development and the resulting changes in the prompts and tasks shaped leader noticing in three ways: (a) accounting for the mathematical work of the facilitator and teachers in the videocase; (b) linking the mathematical work to goals for teacher learning; and (c) reasoning around the facilitator's work in advancing those learning goals. Analysis indicates that in Phase II, leader discussions were more focused on the mathematical and pedagogical work needed to advance teacher learning. Based on our research and development work with over 70 leaders, we offer a set of design principles for leader professional development.

The goals of problem-solving activities in the elementary grades often include making sense of story problems, developing a range of strategies, and reaching accurate solutions. These are important mathematical aims, but they do not fully address the demands of modeling with mathematics as described in the fourth of the Common Core's eight Standards for Mathematical Practice (SMP 4) (CCSSI 2010, pp. 6-8). Modeling with mathematics also involves identifying mathematical problems in the world, gathering information and determining which details will help solve a problem, and developing and revising mathematical models of situations. For young children, such models might include diagrams, equations, and using manipulatives to represent the quantities and mathematical relationships in a given situation. After investigating various approaches and activities, this group of teachers, coaches, and teacher educators from various school settings in the Seattle area discovered an exciting problem solving activity structure specifically designed to engage students in mathematical modeling: Three-Act Tasks (Meyer 2011) designed by Dan Meyer for use in secondary classrooms and adapted by Graham Fletcher and other educators for elementary school classrooms (Fletcher 2016). The activity structure comprises three parts or "acts." This article provides a summary of a three-act lesson. Originally designed for secondary mathematics students, this group of educators found the three act approach to be productive for even the youngest learners and invites readers to tap into elementary students' intuitive ability to make sense of problems in a new way that presents entry points for all learners.