EQUITY-FOCUSED PROFESSIONAL DEVELOPMENT FOR ALGEBRA I TEACHERS IN URBAN DISTRICTS

Student data show that there is a need to develop a more culturally responsive mathematics teaching force. As such, we developed a framework for equity-focused professional development (EFPD) for mathematics teachers through which we hope to improve student access to mathematical knowledge. In this paper we present our EFPD framework, program, and initial results related to culturally responsive mathematics teaching. Further, we describe our process for tracking teacher progress. In this context, we present struggles that we have faced in implementing this framework in an effort to contribute to ongoing discussions about the ways in which the educational system in general and the current political climate in education impact EFPD.