Browsing by Subject "teacher learning"

Now showing 1 - 3 of 3
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    CEISL K-12 Teacher Professional Development at Partner Schools
    (2022) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Santamaría Graff, Cristina; Magee, Paula; Russo, Kelly Wray; Willey, Craig
    This piece outlines the theoretical framework and customization for in-person partner school professional development. Customized and standard professional development maps are embedded. This work is part of the Student Learning Recovery Program funded by the state department of education.
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    CEISL Teacher Network Concept & Design
    (2021) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Magee, Paula; Willey, Craig; Santamaría Graff, Cristina; Knoors, AJ; Kirby, Gabrielle
    This working paper describes a Teacher Network designed to provide remote and distributed professional development to teachers across the state post pandemic. The network intended to impact teachers’ perceptions about equitable and inclusive uses of technology, decisions about curricular materials, and their perceptions of cultural positionality and dispositions for engaging with students.  This concept provided opportunities to learn about how to engage teachers around strengthening their criticality and the affordances of collaborative professional learning, by centering teacher voice and fostering teacher agency in disrupting the status quo in k-12 education.
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    Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning
    (Taylor and Francis, 2021-05-27) Sherman, Brandon; Teemant, Annela; School of Education
    Teacher professional development (PD) is about change. One of the most prominent lines of research on PD addresses what makes it an effective change process. This research produces critical features of effective PD, the seemingly active ingredients of teacher change that are meant to guide professionals in the design, implementation, and evaluation of PD programmes. Embedded within this research is a linear, hierarchical, causal mono-logic model that is the hallmark of Western rational thought. Rhizomatic thought, with its non-linear perspectives, offers a contrast, highlighting the unpredictable multiplicity of complex systems that embrace the emergent dynamics of becoming and hybridity. In this paper, we look at features of effective PD through a rhizomatic lens, with a focus on PD as mapping and tracing. Drawing on vignettes from two case studies from a year-long pedagogical coaching PD programme, we explore how effective features of PD can be unravelled in practice and rewoven into vibrant hybridity within real-world school contexts.