Bids, Assignments, and Denials: Status in a Teacher Professional Learning Community

• In Event: Roundtable Session 13
  In Roundtable Session: Professional Learning Communities: Attributes, Status, and Resources

Abstract

In this paper, we investigate how status issues in a two-year long elementary teacher professional learning community (PLC) created opportunities for and obstacles to learning. We report analyses of recordings of PLC meetings in order to identify and categorize status-relevant moves made by participants under different conditions. We narrate and compare PLC episodes in terms of these moves, including an episode in which the facilitator engaged in moves known to mitigate status issues. The findings have implications for facilitators of PLCs who wish to promote equal participation and opportunities to learn.

Authors

• Joy Ann Oslund, University of Michigan

• Max Altman, University of Michigan