Missed Opportunities for Teacher Learning: Structural Influences on Professional Development in an Urban School

• In Event: 54.037 - Investigating Teacher Preparation, Professional Development, and Evaluation

Abstract

This case study analyzes a year-long professional development (PD) partnership between a university School of Education and an urban secondary school serving high needs students. It examines the urban school faculty’s professional development needs and the factors influencing teacher participation in PD. Analyses of qualitative data from surveys, focus groups and classroom observations involved descriptive summarization using tables and matrices, as well as informal coding of field notes. We identify structural factors that appear to influence the professional learning culture of the school and may help to explain lower than expected levels of teacher participation in PD specifically focused on increasing student engagement in rigorous instruction.

Authors

• Martha Abele Mac Iver, Johns Hopkins University

• Stephanie Elise Fakharzadeh, Johns Hopkins University

• Eric P Rice, Johns Hopkins University