Professional Learning in a Top-Down Curriculum Reform: Districts as Mediators Between States and Schools

• In Event: 29.061 - Research on Districts: From Policies and Structures to Leadership

Abstract

This study examines district leaders’ strategies to facilitate professional learning during rapid implementation of state-mandated curriculum and related reforms. This mixed-methods study of seven higher performing districts in a northeastern state identified two distinct approaches: turnkey training providing external supports for professional development, and professional learning communities in which teachers worked together on integrating changes to existing instructional systems. Although districts used a combination of strategies, “learning together” required competency in curriculum design, which some districts had to be built using turnkey training. Despite false starts and limited resources, these districts were able to utilize both external expertise obtained through turnkey training and internal professional learning communities to help teachers make sense of the new curriculum and adjust their instruction.

Authors

• Kathryn S. Schiller, University at Albany - SUNY

• Sarah J Zuckerman, University of Nebraska - Lincoln

• Francesca T. Durand, The Sage Colleges

• Deborah J. Hecht, City University of New York

• Dahlia Kaufman, Center for Advanced Study in Education

• Karen Gregory, University at Albany - SUNY