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Expert panel recommends bite‑sized PD, trainer‑of‑trainers and differentiated instruction for math
Summary
The Mathematics Support Act review panel recommended expanding accessible, job‑embedded professional development, training Tennessee educators as facilitators, maintaining evergreen resources, and prioritizing research‑based and differentiated instruction for diverse learners.
Department staff summarized four core recommendations from the math expert review panel: (1) diversify PD delivery to expand access and embed small, bite‑sized training in the school day; (2) create train‑the‑trainer models to elevate Tennessee educators as facilitators; (3) develop evergreen electronic resources to maintain sustained access; and (4) prioritize research‑based practices and differentiated instruction for English learners and students with disabilities.
"Making professional development small and bite sized, so it's manageable alongside their daily practices and delivering instruction was a key recommendation by this committee," the department said. Officials said the panel’s guidance informed the department’s free summer 2025 modules, the regional math implementation networks launched in January 2025, and the new Algebra I training for middle‑grade teachers.
