One Point of View: Avenues to In-service EducationAuthor(s): Genevieve M. KnightSource: The Arithmetic Teacher, Vol. 29, No. 3 (November 1981), p. 2Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41189980 .

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One Point OF X7ÎGCD

Avenues to In-service Education

By Geneviève M. Knight 1fl81 Once teachers have been awarded

degrees and are certificated to teach, what opportunities are available to en- sure that the teacher's knowledge re- mains current and adequate? The an- swers are in "in-service" education. The operational definition often used in teacher education to describe in- service education is "any activity teachers engage in to update or enrich their knowledge after certification."

In 1977 the NCTM published An In- service Handbook for Mathematics Education, which represented the col- lective efforts of committees and com- missions to (1) define in-service educa- tion, (2) describe characteristics of successful programs, (3) list resources, (4) delineate roles and responsibilities of individuals and institutions, (5) dis- cuss methods of evaluating programs, and (6) describe the future of in-service education. The goal was to assist ad- ministrators and educators in provid- ing teachers with the most appropriate in-service experiences.

Alternatives in In-service Education In addition to the traditional approach of courses and workshops offered by local school districts or by colleges, al- ternatives more adaptable to individual teachers' interest and convenience can be pursued. Teachers could organize

Geneviève Knight is a professor of mathematics at Hampton Institute in Hampton, Virginia. She re- cently served as chairman of the NCTM Commis- sion on the Education of Teachers of Mathe- matics.

into small groups to (1) review selected publications and summarize findings for informal discussions, and (2) attend designated strands and sections at pro- fessional meetings and share informa- tion obtained.

For example, if teachers wanted to know what areas or competencies to update to implement their mathematics program, the following documents, taken in the order listed, would be use- ful:

"Ten Basic Skill Areas," prepared by the National Council of Supervisors of Mathematics. Reprinted in the Oc- tober 1977 issue of the Arithmetic Teacher.

Priorities in School Mathematics (PRISM), published by the NCTM.

An Agenda for Action: Recommenda- tions for School Mathematics of the 1980s, prepared and published by the NCTM.

Teachers should be able to identify and recognize in their individual pro- grams features of the current state of the art of mathematics education and the concerns about the future endeav- ors of mathematics as envisioned by all sectors of society. These issues are ad- dressed in the PRISM report and in An Agenda for Action. The two pub- lications complement each other.

Special focus publications, such as the bulletins from the Calculator Infor- mation Center in Columbus, Ohio, provide continuous current informa- tion about resources related to specific topics in mathematics. Teachers using bulletins like these can also be consid- ered to be engaged in in-service educa- tion.

The Arithmetic Teacher is perhaps the most valuable single publication for teachers. Each issue represents a composite of educational materials.

Yearbooks, position statements, and other printed materials round out the publication offerings of the NCTM. Materials like these stimulate teachers to compare and contrast experiences - the what-should-be with the what-ac- tually-exists.

The NCTM local, regional, and na- tional meetings serve as forums. Atten- dance at such meetings enables teach- ers to sample from an array of talks, work sessions, workshops, exhibits, and special sessions. In this arena, teachers are able to engage in one-to-one ex- changes, especially with those who are not classroom teachers; to review mate- rials from companies and agencies; to learn about the latest trends in mathe- matics education; and to exchange ideas and concerns with their peers.

The avenue always available to teachers for support and enrichment - the instructional supervisory unit re- sponsible for working directly with the classroom teachers - is a sure and safe one to travel. The people in supervi- sory units are members of professional organizations and groups, and they have the collective input of current trends available to them.

As we proceed into the decade of the 1980s, the horizon appears bright and promises to provide teachers with ex- citing and challenging experiences. In- service education is essential for class- room teachers to be effective teachers of mathematics. As teachers, let us take each opportunity to learn more about mathematics and the learners we teach.

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2 Arithmetic Teacher

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