Retaining Urban Teachers, Improving Student Outcomes, and Engaging Communities Through Project-Based, Professional Learning

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

Abstract

Summary. The development of professional learning in urban schools faces substantive obstacles that can undermine its implementation. Specifically, urban teachers face many barriers that may undermine their willingness to collaborate with their teaching cohort. Some barriers include: increased student assessment accountability pressures, loss of employment, declining budgets, diverse student populations, lack of access to the Internet and other instructional technologies (Identifying Source, 2013). This paper examined two guiding principles that emerged from a collaborative, project-based learning, professional development program situated in an urban school. These guiding principles are engaging professional partners and implementing research-based strategies.
Objective. Four objectives guided the work of the collaborative: 1. To engage teachers in a co-constructed, professional learning experience, 2. To improve the number of student achieving at proficient and advanced levels in the language arts, 3. To explore the efficacy of embedding project-based learning experiences into a constructed professional learning experience and 4. To utilize professional partners and community resources in order to close opportunity and achievement gaps in one Title I school.
Theoretical Framework. This project-based learning professional development program was grounded in socio-cultural learning theory (Bandura, 1977, Lave & Wenger, 199, Naidu, 2007, & Vygotsky, 1978) and provided an opportunity for authentic professional learning inside the framework of a collaborative grade-level project. According to Huggins, Scheurich, and Morgan (2011), one the most effective methods to evolve instructional methods radiates from the creation of a community-centric learning organization. Socio-cultural learning theory views learning as a social activity and includes the active participation of learners within a social environment (Lave & Wenger, 1991; Lave 1996). These concepts of a community of practice and apprenticeship models shaped the collaboration between professional partners and teachers.
Data Sources. The data set will include 16 interviews with participating teachers. Field notes from professional partners who observed each teacher on two occasions. Program reports will also provide insight into the delivery of the program. Finally, student achievement data and class project books will be included in the data set.
Results. Teachers engaged in a co-constructed professional learning experience that they came to view as a professional learning experience. Student outcomes on standardized assessments were mixed. Other outcomes were clearly positive, all participating classes published a book about their project. Community members were engaged through the projects. Some teachers experienced a "re-awakening" of their passion for instruction and teaching.
Scholarly Significance. This study is significant because it suggests that professional development need not be standardized. Teachers and communities are unique, they have unique needs. Similarly, professional development must be situated in particular contexts and co-constructed to meet the needs of the community it is intended to serve. This work adds to the body of work that helps educators to understand what the principles of effective professional development are with more clarity in order to retain teachers and improve student outcomes.

Authors

• Jodi Council, University of Phoenix

• Anthony Collatos, Pepperdine University