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

Session Type: Symposium

Abstract

This symposium examines how a collaborative of university teacher educators and elementary school teachers designed, developed and implemented a co-constructed and site specific professional development program. The program, called the Education Collaborative Initiative, was a programmatic effort designed to improve teaching, learning, and student outcomes in language arts and mathematics. Grounded within socio-cultural learning theories and two years of data, this session examines how four urban elementary schools and their university partners operationalized a call to co-construct professional development. The symposium panel includes educators from multiple institutions. This work will greatly inform educators and researchers engaged in teacher education, teacher retention and professional development, inquiry-based and cooperative learning, and researchers pursuing urban educational reform.

Sub Unit

• Division K - Teaching and Teacher Education / Section 7: Teacher Induction, Mentoring, and Retention in Different Contexts, Conditions, Including Traditionally Underserved Students

Chair

• Tabatha L. Jones Jolivet, Claremont Graduate Univ & Pepperdine Univ

Papers

• Optimizing Teacher Professional Learning in the Common Core Standards: Situating Professional Learning in Teachers’ Classrooms - Angela Laila Hasan, University of Southern California

• Toward a Theory of Strengths-Based Professional Learning: Improving Outcomes in Elementary Mathematics - Spring Cooke, Pepperdine University

• Retaining Urban Teachers, Improving Student Outcomes, and Engaging Communities Through Project-Based, Professional Learning - Jodi Council, University of Phoenix; Anthony Collatos, Pepperdine University

Discussant

• Amina Humphrey, University of California - Los Angeles