Mathematical teacher professional development incorporating an external critical friend

This paper presents some survey data from a mathematical teacher professional development initiative being conducted in a small rural school. The initiative involves an external critical friend working within a school, in mathematics classes, with teachers for week-long sessions. The initiative began with a whole staff professional development day, moving to three week-long visits throughout the year, working one-to-one with staff and their professional partners, concluding with a whole staff reflection day at the end of the project