Mandates Revisited: Utilizing Professional Learning Communities to Address Teacher Education Reform Through Collegiality and Inquiry

• In Event: 18.037 - Examinations of Faculty Motivation and Engagement Within Current Sociopolitical Contexts for Teacher Education Reform

Abstract

Objectives/Purposes:
In 2013 teacher education programs in Georgia were informed of several reform efforts as well as the impending impact of the consequential nature of the edTPA on meeting the licensing requirements for teaching by fall 2015. As many reacted to the directive, the teacher education program in this study utilized a professional learning community (PLC) to address the forced mandate. The study explores how the participants approached the implementation of the edTPA through an inquiry stance rather than forced compliance by utilizing their knowledge of and experience with professional learning communities.
The study focuses on the commitment of the faculty to preserve their teacher education programs while critically and reflectively using the components of the edTPA to question current practice. The data provide an image of the progression of the work that ensued as faculty members moved from personal philosophical and political stances to becoming hypersensitive and overly concerned about external logistics, to collectively sharing their expertise in areas of focus in the edTPA to support teacher candidate learning.

Perspective(s)/theoretical framework/modes of inquiry:
The inquiry is a participatory action research study focused on solving the problem of implementing the top down mandate of the edTPA successfully. Kemmis & McTaggart (2003), state that “participatory action research frequently emerges in situations where people want to make changes thoughtfully- that is, after critical reflection (p. 346).” The researcher, who was also the coordinator of the implementation of the mandate, established the structure and leadership of the edTPA professional learning community and was also a participant.

Data sources, evidence, objects, or materials:
Several qualitative sources were used to provide data for the study: 1.) edTPA Professional Learning Community meeting agendas and minutes; 2.) various reports to administration on the progress of the implementation; 3.) faculty members’ participation in the professional learning community; and 4.) participants’ interviews following their experience in the PLC.

Results and/or substantiated conclusions or warrants for arguments/point of view
The initial findings of the study support previous research that professional learning communities in teacher education programs have the potential to foster collegiality and cooperation to address curriculum changes (Engin & Atkinson, 2015). Additionally, utilizing mandates to benefit teaching and learning through authentic program improvement offers a shift in faculty perspectives regarding the implementation of top down commands. Participation and collaboration fostered ownership of the reform agenda and highlighted faculty expertise. Through participating in the professional learning community the teacher education program faculty built capacity and sustainability by cultivating a culture of shared purpose and reflection while meeting the goal of teacher candidate success on the edTPA.

Scientific or scholarly significance of the study or work
In the age of accountability, teacher education reform, and the continuous focus of value added measures to teacher education programs, mandates have become and will continue to be a part of teacher education. Therefore, it is imperative for teacher education faculty to seek creative and collaborative ways to address reform efforts that support faculty inquiry and collegiality and ultimately foster teacher candidate learning.

Author

• Holley Morris Roberts, Georgia College & State University