Positing a Theoretical Model for Teacher-Led Collaborative Professional Learning

• 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

In this paper we detail a new theoretical model for effective, teacher-led professional learning. Emerging from our work across disciplinary literacy professional learning efforts, we propose a model built around collaboration and teacher leadership. Through the use of professional learning communities (PLCs), led by peer-chosen teacher leaders, and utilizing inquiry as a tool to engage with problems of practice, teachers can develop, test, and revise new practices that ultimately lead to improved outcomes for students. While emerging from initiatives focused on disciplinary literacy professional development, we believe that this theoretical model can form the foundation for effective, teacher-led professional learning in many instances where large-scale change in practice is needed.

Authors

• Megin Charner-Laird, Salem State University

• Christina L. Dobbs, Boston University

• Jacy C. Ippolito, Salem State University