Tim Boerst is a Professor of Clinical Practice at the University of Michigan School of Education. His work supports the development and assessment of beginning teachers who are pedagogically skilled, subject-matter serious, and professionally committed to the learning of every student. He studies and teaches practice-based mathematics methods courses, and leads a number of NSF- and IES-funded projects focused on the design of professional development materials and the assessment of teaching practice. Tim has played a key role in the redesign of UM’s elementary teacher education programs: first as Coordinator of Settings for Teaching and Learning, then as Assessment Coordinator, and most recently as Chair of the Elementary Teacher Education Program. He has also served on the board of the Association of Mathematics Teacher Educators and on the Certification Council of the National Board for Professional Teaching Standards.
Prior to the full-time position at UM, Tim taught in elementary classrooms for 15 years, earning and renewing National Board Certification as a Middle Childhood Generalist. During this time, he held multiple leadership positions in the National Council of Teachers of Mathematics and, for five years, was a Practitioner Scholar with the Center for Proficiency in Teaching Mathematics and the Carnegie Foundation, blending daily classroom teaching, research on practice, and work as a mathematics teacher educator. Tim earned a PhD in Teacher Education and an MA in Mathematics Education from the University of Michigan. In 2012, he received the Early Career Award for Distinguished Contributions to Teaching, Service, and Scholarship from the Association of Mathematics Teacher Educators.
"AMTE standards for preparing teachers of mathematics."
Association of Mathematics Teacher Educators (2017). Available online at https://amte.net/standards.
"Geometric measurement and spatial reasoning in elementary mathematics teaching."
Developing Teaching Expertise @ Mathematics (2017). Ann Arbor, MI: University of Michigan. Available: http://sites.soe.umich.edu/devteam/module-3/
"Foundational frameworks that guide activity within a school/university partnership."
Reischl, C., Khasnabis, D., Boerst, T., Stull, M. (2017). Foundational frameworks that guide activity within a school/university partnership. To appear in R. Flessner & Lecklider, D. (Eds) Power of Clinical Preparation in Teacher Education. Washington, D.C.: Rowman & Littlefield.
"Uncovering the skills that preservice teachers bring to teacher education: The practice of eliciting a student's thinking."
Shaughnessy, M. & Boerst, T. Journal of Teacher Education. June 28, 2017, DOI: 10.1177/0022487117702574.
"Designing simulations to learn about preservice teachers’ capabilities with eliciting and interpreting student thinking."
Shaughnessy, M. & Boerst, T. (in press). To appear in Gabriel Stylianides (Ed.) Preservice Mathematics Education of Primary Teachers: International Congress on Mathematics Education Monograph.
"Complementary assessments of preservice teachers' skill with eliciting student thinking."
Shaughnessy, M., Boerst, T., & Farmer, S. (accepted for publication). Journal of Mathematics Teacher Education.