Preparing for lesson study: Tools for success

Abstract

This study describes the experiences of a group of teachers in an at-risk elementary school engaged in a three-year professional development project funded by a Mathematics and Science Partnership grant. The partners, teachers, professors, and school administrators, modified the professional development to serve the needs of the teachers. Although not in the original plan, lesson study became the focus of the project in year three. This case study illustrates difficulties typically encountered in introducing lesson study in the United States, and examines how the components of the professional development during the first two years, notably the Reflective Teaching Model, collaborative problem solving and analysis of student work, helped pave the way for success in lesson study in year three. © 2011 Springer Science+Business Media B.V.