Kathryn Kinnucan-Welsch

Case stories of facilitating professional development

Abstract This article reports on an 18-month study of teacher study group facilitation in a 25 district consortium. The teacher study group was viewed as an alternative form of professional development within the context of a funded project. Case story, as a form of narrative inquiry, was used to work with participants to construct their own stories of personal experiences as members and facilitators of teacher study groups. The stories shared in this study indicate that facilitation of and participation in a study group as an alternative form of professional development affords an opportunity for transformation through personal growth and professional learning.

Accountability by Design in Literacy Professional Development

High-quality professional development is essential in supporting accomplished teaching. But how is the efficacy of professional development evaluated? The authors present several methods for conducting a critical analysis of professional development. Using a large-scale professional development initiative as the focal point, they first explain six widely cited principles of high-quality professional development and show evidence of them in the initiative#146s design and structure. Second, they report findings from pre- and postsurveys of participants over three years, which showed statistically significant positive differences in teacher understanding of literacy concepts. Third, the authors present a vignette to illustrate how one coaching tool used in the project supports teachers in making instructional shifts based on student learning. The authors suggest that those who offer professional development for teachers should evaluate their programs through accepted principles of design. They conclude with additional questions related to meaningful, robust accountability systems for professional development.

CHALLENGING ASSUMPTIONS ABOUT TEACHING AND LEARNING: THREE CASE STUDIES IN CONSTRUCTIVIST PEDAGOGY

Abstract This article examines three case studies of educators who came together initially during a summer professional development experience. During a two-week immersion, the educators and facilitators of this experience engaged in challenging their assumptions and practice through the lens of constructivist pedagogy. The two-week immersion evolved into an on-going professional learning community. The stories that are shared offer a context within which we enhanced our understanding about constructivism as pedagogy as well as the power of professional development through a learning community.