Toward a common language for discussing the features of effective professional development: the case of a US mathematics program.

The focus of this paper is on detailing the decisions made when we created, implemented and studied a mathematics professional development (PD) program in low-performing, urban schools. Our program held many characteristics espoused by researchers as critical for effectiveness. We begin by reviewing the characteristics of quality PD programs that guided our work. For each, we detail our interpretation and how that interpretation played out in the design and implementation of the PD. We also evaluate our level of success with respect to using that characteristic to positively impact teachers' learning experiences and, where possible, the subsequent learning experiences of their students. We close with suggestions for the development of PD programs. [ABSTRACT FROM AUTHOR]