Professional Development and Teacher Leadership: The Role of the Literacy Council

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-7 - Innovative Design for Teacher Learning

Abstract

This paper presents an analysis of the professional development activity of an elementary school literacy council (ESLC). Because the work of the ESLC took the form of object-oriented activity, the study is framed using Cultural Historical Activity Theory. Meeting notes and transcribed audio-recordings of 25 ESLC sessions were analyzed. Findings demonstrate that (a) ESLC members (subjects) assumed a variety of roles, (b) the object of the activity was interpreted differently by various members, and (c) project outcomes were less successful than expected, largely due to a failure to fully consider the school and district activity systems within which the ESLC was embedded. Study significance centered on lessons learned that may be applied in other similar reform efforts.

Authors

• Elizabeth L. Jaeger, The University of Arizona

• Patricia L. Anders, The University of Arizona