Toward an Understanding of Dynamics Surrounding Professional Development Designed, Facilitated, and Evaluated by Teacher Leaders

• In Event: Roundtable Session 16
  In Roundtable Session: Systems Support for Teacher Leadership

Abstract

Over the last two decades professional development planning, implementation, evaluation, and redesign have moved closer to teachers’ classrooms. Practitioners and researchers are calling for more professional development that takes into account the local context and addresses local needs of teachers and students. This paper analyzes how teachers respond to professional development designed, facilitated, and evaluated by teacher leaders in a collaborative research project involving researchers, curriculum developers, and district and school personnel. We find these teacher-managed professional developments have both benefits and tensions with implications for organizational learning and teacher professionalism. In particular, a theme that emerged from the findings is that teachers want a seat at the proverbial table, to have voice and influence over their professional development.

Authors

• Tuan Nguyen, Vanderbilt University - Peabody College

• Seth B Hunter, Vanderbilt University - Peabody College