Optimizing Teacher Professional Learning in the Common Core Standards: Situating Professional Learning in Teachers’ Classrooms

• In Event: Teacher Professional Learning: Guiding Principles for Improving Student Outcomes, Implementing the Common Core

Abstract

Abstract
empowers teachers to direct their own learning about how to teach more effectively (Teachers’ input into their own professional development is a more effective teacher learning process than the traditional prescriptive models. Traditional professional development may negatively impact student achievement (Darling-Hammond & McLaughlin, 2010). Inquiry-based professional development Poekert, 2010; Merrill, 2002; Naidu, 2006; Naidu, 2007; Cochran-Smith, M., and S. L. Lytle. 1990). However, little research is available that describes the current effects of the implementation of Common Core Standards on teacher self-directed learning communities of practice. In this study teachers at an elementary school in South Los Angeles rejected the prescriptive models of professional development and co-constructed a professional development program in the midst of Common Core Standards reform.

Models of Inquiry & Situated Professional Learning. This paper is grounded in an application of an inquiry-based research framework for developing teacher-led inquiries (Lewis, C. 2002; Ball, D., & Bass, H., 2000; Darling-Hammond, L., & McLaughlin, M. W., 1996) that is situated in the context of their classrooms (Merrill, 2006; Naidu, 2006; Naidu, 2007). This study describes how teachers in the present of district imposed restrictions, depleting resources and fear of job lost sustained a learning community to pose questions about their own practice, testing their theories about teaching and learning, The result is the development of a genuine community of cooperative effort, learning, and shared practices.

Data Sources. In-depth, semi-structured interviews were conducted to examine the backgrounds, beliefs, and practices of 14 general and special education teachers participating in the collaborative. Other sources of data include: teacher reflections, analytical memos, and field notes from observations during the planning stages and during the study.

Results. Narrative themes that emerged from the data indicate that teachers created multi-faceted PD components described as: 1) Community 2) Personal Learning and 3) Change.

Teacher’s reflections, experimentation of new inquiry strategies in their classroom and implementing a teacher-directed agenda established the structure of the PD sessions. This study indicates that, for the participating teachers, self-directed and co-constructed professional development situated in the context of their classrooms created conditions conducive to change in teachers locating pedagogical areas in need of peer support and feedback using inquiry strategies to meet the implementation demands of the Common Core Standards. This research study describes the challenges, set backs and determination of teachers and their university professors to sustain a reflective, exploring and peer-driven community of learners as external restrictions continue to deplete classroom resources. These conclusions suggest to enhance professional development models during economically challenging times.
Scholarly Significance. This paper describes how the participating university professor and teachers designed, developed and implemented an inquiry-based professional development program in challenging district restrictions on school resources.

Author

• Angela Laila Hasan, University of Southern California