Teaching for Equity and Deeper Learning: How Does Professional Learning Transfer to Teachers' Practice and Impact Students' Experiences?

• In Event: Professional and Organizational Learning: Teacher-Led Educational Reform

Abstract

This paper explores how two urban schools address the challenge of helping teachers create equitable spaces for deeper learning for all students. We sought to understand the structures and experiences that support teacher learning and transfer of learning to practice as well as what happens when what is designed for and what is enacted do not align. We identify three important findings from our data: 1. It is important to engage students in order to understand how well professional learning plays out in the classroom 2. Content matters: teacher professional learning for equity must include socially just content. 3. Teachers need autonomy and ownership of their professional learning. We discuss the implications for realizing the promise of public schooling.

Authors

• Emily J. Klein, Montclair State University

• Meg Riordan, EL Education

• Catherine Gaynor, Montclair Kimberley Academy