An Integrative Approach to Professional Development to Support College and Career Readiness Standards

• In Event: 61.031 - How Political, Social, and Institutional Contexts Matter for Teacher Learning

Abstract

Though scholars agree that professional development (PD) generally needs to be content-focused, active, collaborative, coherent, and sustained in order to create high quality learning experiences for educators, the effects on student learning are mixed. Such results indicate the difficulties of translating conceptual frameworks to practice, necessitating adaptations to these frameworks as educators face new teaching and learning demands. The expectations of the literacy and math college- and career- readiness (CCR) standards- implemented within the past decade- require district leaders to implement PD that align with these demands. In this qualitative study, we adapt the existing PD framework to reflect how district leaders across five states are currently conceptualizing and integrating features of PD to support educator learning of the standards.

Authors

• Katie Pak, University of Pennsylvania

• Laura M. Desimone, University of Delaware

• Arianna Parsons, University of Pennsylvania