Objectives or Purpose There have been numerous calls for reform of mathematics instruction and student achievement in the

of teachers ’ instructional practices compared to other countries (Stigler & Hiebert, 1999), indicate a need for significant changes to our traditional method of mathematics instruction. In light of recent policy initiatives, such as the multi-state adoption of the Common Core State Standards (CCSS) and associated accountability measures from SBAC and PARCC, which are designed to address both increased rigor and depth of mathematical understanding, it is important to determine whether large-scale professional development programs can be used to impact malleable teacher factors such as beliefs and knowledge. Perspective or Theoretical Framework While professional development is widely accepted as a means of influencing teachers ’ instructional practices and student achievement, validation of the effectiveness of individual programs is often not conducted. Desimone (2009) provided a conceptual framework for examining the effect of professional development on teachers and students (see Figure 1). The framework establishes a mechanism for evaluating professional development in meeting the goal of influencing teacher practice and increasing student achievement