A Longitudinal Literacy Professional Development Initiative in an Urban Elementary School

• In Event: The Role and Impact of Professional Development in Educators’ Effective Literacy Instruction

Abstract

The purpose of this research was to implement and study a professional development initiative in a low-performing urban charter school. This session will present work from Year 2 of a three-year school-university partnership. Using formative methods and a case study design, this longitudinal research agenda is aimed at enhancing the literacy instruction and literacy achievement in one high-needs school. Data sources include observations of seven focal teachers and interviews with focal teachers and school leaders. Findings indicate that teachers’ instruction continues to improve in the second year of the initiative, but findings also expose areas that need improvement, which informs subsequent action in our initiative as well as literacy PD initiatives in other urban elementary schools.

Authors

• Seth A. Parsons, George Mason University

• Allison Ward Parsons, George Mason University

• Stephanie L. Dodman, George Mason University

• Leila Richey Nuland, George Mason University

• Melissa Pierczynski, George Mason University

• Rebecca Caufman, George Mason University

• Erin Marie Ramirez, George Mason University