How did math PD leaders adapt during COVID?

Mathematics coordinators kept using effective PD feature clusters when shifting school-team PD online during COVID-19.

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How many school-setting training hours must each Israeli teacher receive in this policy context?

60 hours.

How many hours of credit did teachers receive through this professional pathway?

30 hours of professional in-service training credit.

When did school-team sessions move online?

March 2020.

What final product completed the 30-hour programme?

A collaborative design for a teaching unit.

How many F2F coordinator practice-change responses were initially collected?

66 responses.

How many online-period responses were included?

59 responses.

What did the study suggest about the PD model's structure across COVID?

Structural stability throughout the COVID-19 challenge, with transition to school-team PD.

What did the LPI model help reveal?

Coordinators' evolving self-perception of the new leadership role.

What clusters of PD features did coordinators apply?

Similar effective PD feature clusters they experienced in the PD programme.

Who supported a team as an expert during COVID challenges in one vignette?

Coordinator Gila.

What ongoing PD goal does the introduction emphasise for mathematics teachers?

Ongoing, effective, scalable, and sustainable PD for improved teaching quality and student learning.

Did all online responses claim practice change?

No—4 of 59 indicated no practice change.