K–5 Job-Embedded Professional Development: Using English/Language Arts Common Core Standards With Science and Social Studies

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-8 - Professional Development From the Ground Up: Teachers at the Center of Their Own Learning

Abstract

Three K-6 university methods instructors/researchers (literacy, science, social studies) joined 17 Title 1 elementary school teachers for collaborative, job-embedded professional development (JEPD). Creating a unit, integrating English/Language Arts Common Core Standards with social studies and science, was the goal for grade level teams. Researchers examined effects of JEPD collaborative efforts, perceptions, and outcomes for teachers. Data derived from pre- and post-study surveys, interview transcripts, work samples, meeting notes, and lesson observations. Teacher teams and university instructors co-planned units, though, few teachers completed implementation. Further time, support, and resources were offered; one teacher accepted, risking social exclusion. Teachers stated lessons were too difficult for students. Social pressure on the teacher and low expectations for students contribute to educational inequality for both.

Authors

• Janie Daniel Hubbard, The University of Alabama

• Melisa Fowler, The University of Alabama - Tuscaloosa

• Lee Freeman, The University of Alabama