Bio

My research explores teachers’ instructional practices, the process of learning to teach, the impact of teacher professional development programs on teachers and students, and the preparation of professional development leaders. My current projects include partnerships with local school districts to improve teaching and professional development in mathematics and science, and to build capacity within the school districts to prepare and support professional development leaders, with a focus on enduring robust learning opportunities for all students.

Academic Appointments

Boards, Advisory Committees, Professional Organizations

  • Professor, School of Education, Stanford University (2007 - Present)
  • Professor/Associate Professor, School of Education, University of Colorado, Boulder, CO (1991 - 2007)
  • Associate Professor, Department of Curriculum and Instruction, College of Education, University of Maryland, College Park, MD (1985 - 1991)
  • Associate/Assistant Professor, Division of Curriculum and Instruction, College of Education, Virginia Polytechnic Institute and State University, Blacksburg, VA (1980 - 1985)
  • Educational Evaluator, System Development Corporation, Santa Monica, CA (1978 - 1980)

Professional Education

  • Ph.D., University of California, Los Angeles, Educational Psychology (1978)
  • M.A., University of California, Los Angeles, Philosophy of Education (1973)
  • B.A., University of California, Los Angeles, Psychology (1971)
  • Teaching Credential, University of Southern California, California State Elementary Teaching Credential, specialization in Mental Retardation (1972)

Contact

  • Academic
    hildab@stanford.edu
    University - Faculty Department: Graduate School of Education Position: Professor
    • School of Education
    • Stanford University
    • 485 Lausen Mall
    • Stanford,  California  94305 
    (650) 725-7412 (fax)

Additional Info

Links

Research Interests

  • Math Education
  • Professional Development
  • Science Education
  • Teachers and Teaching

Current Research and Scholarly Interests

Toward a Scalable Model of Mathematics Professional Development: A Field Study of Preparing Facilitators to Implement the Problem-Solving Cycle

The Problem-Solving Cycle (PSC) model of mathematics professional development encourages teachers to become part of a collaborative and supportive learning community. As they participate in the PSC, teachers think deeply about both mathematics content and instruction, and they explore their instructional practices with their colleagues through the use of video and other classroom artifacts. One iteration of the PSC consists of three interconnected professional development workshops, all organized around a rich mathematical task. During Workshop 1, teachers collaboratively solve the mathematical task and develop plans for teaching it to their own students. Shortly after the workshop, the teachers implement the problem with their own students and their lessons are videotaped. In Workshop 2 teachers explore the role they played in implementing the problem. In Workshop 3 teachers critically examine students’ mathematical reasoning.

The Problem-Solving Cycle model provides a structure for mathematics teachers to work together and share a common mathematical and pedagogical experience. Our previous research suggests that it is a promising model for enhancing teachers’ knowledge and supporting changes in classroom practice.

In our current project, initiated in Fall 2007, we are working with a group of middle school mathematics teachers in a large urban district to foster their leadership capacity, and specifically to prepare them to facilitate the Problem-Solving Cycle. We will provide 2½ years of preparation and support for teachers who have been designated as “mathematics instructional leaders.” These instructional leaders will in turn implement the PSC with the mathematics teachers in their schools. We will document the range and quality of the instructional leaders’ implementation of the PSC. We will also analyze the impact of the professional development process on the mathematical knowledge and classroom teaching of the instructional leaders and the mathematics teachers with whom they work. In addition, we will analyze the impact on their students’ mathematics achievement. By the conclusion of the project, we anticipate that the participating schools will have the infrastructure and capacity to carry out the PSC indefinitely, using their own resources. In addition, the project will produce a highly refined set of PSC facilitation materials—with a strong emphasis on supporting a linguistically and culturally diverse student population—that can be widely disseminated.

2023-24 Courses

Stanford Advisees

All Publications

  • The indispensable role of the goal construct in understanding and improving teaching practice PROFESSIONAL DEVELOPMENT IN EDUCATION Janssen, F., Westbroek, H., Borko, H. 2023

    View details for DOI 10.1080/19415257.2023.2217426

    View details for Web of Science ID 000999580400001

  • Teachers' engagement with student mathematical agency and authority in school-based professional learning TEACHING AND TEACHER EDUCATION Dyer, E. B., Jarry-Shore, M., Fong, A., Deutscher, R., Carlson, J., Borko, H. 2023; 121

    View details for DOI 10.1016/j.tate.2022.103881

    View details for Web of Science ID 000927604400001

  • Leveraging portfolios in professional development for middle school science teachers' assessment and data-use practice SCIENCE EDUCATION Kloser, M., Borko, H., Wilsey, M., Rafanelli, S. 2022

    View details for DOI 10.1002/sce.21712

    View details for Web of Science ID 000769624200001

  • TEACHER FACILITATION OF ELEMENTARY SCIENCE DISCOURSE AFTER A PROFESSIONAL DEVELOPMENT INITIATIVE ELEMENTARY SCHOOL JOURNAL Borko, H., Zaccarelli, F., Reigh, E., Osborne, J. 2021

    View details for DOI 10.1086/714082

    View details for Web of Science ID 000645265000001

  • Learning to Lead: an Approach to Mathematics Teacher Leader Development INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION Borko, H., Carlson, J., Deutscher, R., Boles, K. L., Delaney, V., Fong, A., Jarry-Shore, M., Malamut, J., Million, S., Mozenter, S., Villa, A. 2021

    View details for DOI 10.1007/s10763-021-10157-2

    View details for Web of Science ID 000624374900001

  • Middle School Science Teachers' Conceptions of Assessment Practice Throughout a Year-long Professional Development Experience EDUCATIONAL ASSESSMENT Wilsey, M., Kloser, M., Borko, H., Rafanelli, S. 2020; 25 (2): 136–58

    View details for DOI 10.1080/10627197.2020.1756255

    View details for Web of Science ID 000534633500003

  • Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement With Scientific Argumentation AMERICAN EDUCATIONAL RESEARCH JOURNAL Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., Reigh, E., Tseng, A. 2019

    View details for DOI 10.3102/0002831218812059

    View details for Web of Science ID 000454887800001

  • The role of video-based discussion in model for preparing professional development leaders. International journal of STEM education Borko, H., Carlson, J., Mangram, C., Anderson, R., Fong, A., Million, S., Mozenter, S., Villa, A. M. 2017; 4 (1): 29

    Abstract

    This paper describes the Problem-Solving Cycle model of professional development and the Mathematics Leadership Preparation model of PD leader preparation. These models form the backbone of our current research-practice partnership project in which we are working with a large urban district to adapt these models to develop district capacity to support the implementation of a middle school mathematics curriculum aligned with Common Core State Standards (CCSS). We highlight the central role of video in the Problem-Solving Cycle and our approach to preparing teacher leaders to use video-based discussions to understand student thinking and instructional practices.The first phase of the research was designed to identify how the models were adapted to support the district goals for implementing their new CCSS mathematics curriculum and to understand the reasons for the adaptations. The analysis of multiple data sources revealed two overarching categories of adaptations that we made to refine the models to better support the district goals: addressing district priorities and addressing teacher leaders' limited experience. We made adaptations such as incorporating the district curriculum, addressing the needs of English learners, integrating the teacher leaders' learning of the Problem-Solving Cycle model into the leadership preparation session, increasing the emphasis on what it means to be an instructional leader, strengthening the role of modeling and debriefing activities to support leadership development, scaffolding the selection of video clips, and incorporating the use of rehearsals and debriefing activities to support leadership development.The implications of this work illustrate the need for researchers to be responsive to the context of their school partners if they expect their work to be meaningful. Using the frame of design-based implementation research proved to be an effective strategy for working with the district STEM leadership team and teacher leaders to adapt the Problem-Solving Cycle and Mathematics Leadership Preparation models to support district implementation of a new curriculum that necessitates shifts in teacher practices and for determining how to make video-based discussions more productive activities in the models.

    View details for DOI 10.1186/s40594-017-0090-3

    View details for PubMedID 30631685

    View details for PubMedCentralID PMC6310394

  • Evidence of Middle School Science Assessment Practice From Classroom-Based Portfolios SCIENCE EDUCATION Kloser, M., Borko, H., Martinez, J. F., Stecher, B., Luskin, R. 2017; 101 (2): 209-231

    View details for DOI 10.1002/sce.21256

    View details for Web of Science ID 000394903000002

  • The role of video-based discussion in model for preparing professional development leaders International Journal of STEM Education Borko, H., Carlson, J., Mangram, C., Anderson, R., Fong, A., Million, S., Mozenter, S., Villa, A. M. 2017; 4 (1)

    View details for DOI 10.1186/s40594-017-0090-3

  • A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom JOURNAL OF SCIENCE TEACHER EDUCATION Fishman, E. J., Borko, H., Osborne, J., Gomez, F., Rafanelli, S., Reigh, E., Tseng, A., Million, S., Berson, E. 2017; 28 (3): 222–49

    View details for DOI 10.1080/1046560X.2017.1302727

    View details for Web of Science ID 000410611700002

  • Methodological contributions to video-based studies of classroom teaching and learning: a commentary ZDM-MATHEMATICS EDUCATION Borko, H. 2016; 48 (1-2): 213-218

    View details for DOI 10.1007/s11858-016-0776-x

    View details for Web of Science ID 000374592200015

  • THE ROLE OF VIDEO-BASED DISCUSSIONS IN PROFESSIONAL DEVELOPMENT AND THE PREPARATION OF PD LEADERS DIGITAL VIDEO FOR TEACHER EDUCATION: RESEARCH AND PRACTICE Borko, H., Virmani, R., Khachatryan, E., Mangram, C., Calandra, B., Rich, P. 2015: 89-108

    View details for Web of Science ID 000348565400007

  • Examining novice teacher leaders' facilitation of mathematics professional development JOURNAL OF MATHEMATICAL BEHAVIOR Borko, H., Koellner, K., Jacobs, J. 2014; 33: 149-167

    View details for DOI 10.1016/j.jmathb.2013.11.003

    View details for Web of Science ID 000216279600011

  • Facilitating Video-Based Professional Development: Planning and Orchestrating Productive Discussions TRANSFORMING MATHEMATICS INSTRUCTION: MULTIPLE APPROACHES AND PRACTICES Borko, H., Jacobs, J., Seago, N., Mangram, C., Li, Y., Silver, E. A., Li, S. 2014: 259-281

    View details for DOI 10.1007/978-3-319-04993-9_16

    View details for Web of Science ID 000344743900018

  • Five research-based heuristics for using video in pre-service teacher education JOURNAL FOR EDUCATIONAL RESEARCH ONLINE-JERO Blomberg, G., Renkl, A., Sherin, M., Borko, H., Seidel, T. 2013; 5 (1): 90-114

    View details for Web of Science ID 000436410700004

  • Measuring instructional practice in science using classroom artifacts: lessons learned from two validation studies JOURNAL OF RESEARCH IN SCIENCE TEACHING Martinez, J. F., Borko, H., Stecher, B. M. 2012; 49 (1): 38-67

    View details for DOI 10.1002/tea.20447

    View details for Web of Science ID 000298262500002

  • Measuring Classroom Assessment Practice Using Instructional Artifacts: A Validation Study of the QAS Notebook EDUCATIONAL ASSESSMENT Felipe Martinez, J., Borko, H., Stecher, B., Luskin, R., Kloser, M. 2012; 17 (2-3): 107-131

    View details for DOI 10.1080/10627197.2012.715513

    View details for Web of Science ID 000217587400004

  • Using video representations of teaching in practice-based professional development programs ZDM-MATHEMATICS EDUCATION Borko, H., Koellner, K., Jacobs, J., Seago, N. 2011; 43 (1): 175-187

    View details for DOI 10.1007/s11858-010-0302-5

    View details for Web of Science ID 000213239300015

  • Culture Currents INTERNATIONAL JOURNAL OF LEADERSHIP IN EDUCATION Borko, H., Bowers, C. 2010; 13 (2): 235-238

    View details for DOI 10.1080/13603120903288413

    View details for Web of Science ID 000409677900008

  • Humility and Wisdom Necessary Ingredients to Reverse the Widget Effect JOURNAL OF TEACHER EDUCATION Borko, H., Liston, D., Whitcomb, J. 2009; 60 (4): 361-363

    View details for DOI 10.1177/0022487109342690

    View details for Web of Science ID 000269270300001

  • Growing Talent Promising Professional Development Models and Practices JOURNAL OF TEACHER EDUCATION Whitcomb, J., Borko, H., Liston, D. 2009; 60 (3): 207-212

    View details for DOI 10.1177/0022487109337280

    View details for Web of Science ID 000267958900001

  • The End of Education in Teacher Education Thoughts on Reclaiming the Role of Social Foundations in Teacher Education JOURNAL OF TEACHER EDUCATION Liston, D., Whitcomb, J., Borko, H. 2009; 60 (2): 107-111

    View details for DOI 10.1177/0022487108331004

    View details for Web of Science ID 000263892600001

  • Wicked Problems and Other Thoughts on Issues of Technology and Teacher Learning JOURNAL OF TEACHER EDUCATION Borko, H., Whitcomb, J., Liston, D. 2009; 60 (1): 3-7

    View details for DOI 10.1177/0022487108328488

    View details for Web of Science ID 000262916500001

  • Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS EDUCATIONAL ASSESSMENT Martinez, J., Stecher, B., Borko, H. 2009; 14 (2): 78-102

    View details for DOI 10.1080/10627190903039429

    View details for Web of Science ID 000217564400002

  • Teachers, Teaching, and Teacher Education: Comments on the National Mathematics Advisory Panel's Report EDUCATIONAL RESEARCHER Borko, H., Whitcomb, J. A. 2008; 37 (9): 565-572

    View details for DOI 10.3102/0013189X08328877

    View details for Web of Science ID 000207715100002

  • Conversations in Search of a Common Denominator JOURNAL OF TEACHER EDUCATION Liston, D., Borko, H., Whitcomb, J. 2008; 59 (5): 383-388

    View details for DOI 10.1177/0022487108324456

    View details for Web of Science ID 000260485000001

  • Why teach? - Part II JOURNAL OF TEACHER EDUCATION Whitcomb, J., Borko, H., Liston, D. 2008; 59 (4): 267-272

    View details for DOI 10.1177/0022487108322199

    View details for Web of Science ID 000258742300001

  • An education president for the 21st century: Introducing eight letters to the 44th president of the United States JOURNAL OF TEACHER EDUCATION Borko, H., Whitcomb, J., Liston, D. 2008; 59 (3): 207-211

    View details for DOI 10.1177/0022487108317803

    View details for Web of Science ID 000255374300001

  • The teacher educator's role in enhancing teacher quality JOURNAL OF TEACHER EDUCATION Liston, D., Borko, H., Whitcomb, J. 2008; 59 (2): 111-116

    View details for DOI 10.1177/0022487108315581

    View details for Web of Science ID 000253481200001

  • Why teach? JOURNAL OF TEACHER EDUCATION Whitcomb, J. A., Borko, H., Liston, D. 2008; 59 (1): 3-9

    View details for DOI 10.1177/0022487107311125

    View details for Web of Science ID 000251953000001

  • PROVIDING FEEDBACK TO TEACHER CANDIDATES FOR NATIONAL BOARD CERTIFICATION: A STUDY OF TEACHER PREFERENCES AND LEARNING ASSESSING TEACHERS FOR PROFESSIONAL CERTIFICATION Wolf, K., Davis, A., Borko, H., Stake, R. E., Kushner, S., Ingvarson, L., Hattie, J. 2008; 11: 413-436

    View details for DOI 10.1016/S1474-7863(07)11014-0

    View details for Web of Science ID 000270979700015

  • Artifact Packages for Characterizing Classroom Practice: A Pilot Study EDUCATIONAL ASSESSMENT Borko, H., Stecher, B. M., Alonzo, A. C., Moncure, S., McClam, S. 2005; 10 (2): 73-104

    View details for DOI 10.1207/s15326977ea1002_1

    View details for Web of Science ID 000217548200001

https://orcid.org/0000-0002-7565-9307