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I’d love to see every math teacher take the kind of thoughtful and professional approach to their journey of learning that Chase Orton invites us to. Chase invites us to disrupt the status quo of professional development. He asks teachers to see past the top-down barriers and systemic constraints—politics, high-stakes tests, yo-yo administrative decisions, and all kinds of compliance and evaluation measures—to take charge of our own professional learning.
As one of the most reflective, insightful, and thoughtful educators I've ever worked with in my 30 years of math education, Chase Orton delivers an emotive call to action for teachers to reclaim control over their professional growth. The Imperfect and Unfinished Math Teacher takes the most impactful components of lesson study and packages them in a way that accommodates the chaotic realities of day-to-day life as classroom teachers. Join Chase on a journey to empower yourself and each other by learning how to be active partners in each other's professional growth.
The vast majority of teacher professional development doesn’t make a lasting difference, and it's time for us to disrupt the status quo. The Imperfect and Unfinished Math Teacher empowers all math educators to take control of their professional learning by laying out what needs to change, why it’s so important, and how to get started. If you and your colleagues are seeking a more fulfilling and rewarding approach to improving your teaching craft, this is the book for you.
The Unfinished and Imperfect Math Teacher is a clarion call to disarming, dismantling, and disrupting the math classroom that is loud enough to compete with a stack of Marshall amplifiers at any rock concert. The title takes the historical narrative of mathematics — slow failure — and shines a warm and illuminating light on it, inviting a collective of a new generation of teachers to be messy humans dabbling in equally messy mathematics.
What is your math story? Likewise, what are your students’ math stories? Chase Orton, still an imperfect and unfinished teacher, will not answer these questions for you. Instead, he challenges you to take on a culture of professional development that helps you — and your colleagues — to “flourish” and to do so from your students’ vantage point. For too long, PD is done to us and not for us, thus we come away feeling we will never get that precious time back. It’s long overdue that we take back PD through deliberate practice and honest conversations.