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Implementation and Effects of Curriculum-Aligned Professional Learning: A Study of Professional Learning Partnerships
Fri, April 9, 10:40am to 12:10pm EDT (10:40am to 12:10pm EDT), Division L, Division L - Section 3 Paper and Symposium SessionsSession Type: Symposium
Abstract
For the past year, our research team has explored the implementation and effectiveness of professional learning partnerships (PLPs) across the nation, designed to facilitate curricular-aligned and culturally responsive instruction into the classroom. This research study is part of a professional learning initiative funded by the Bill & Melinda Gates Foundation. Our 12 partnerships are located nationwide in large, urban school districts that serve 50% or more students of color. In the proposed symposium, we offer lessons to the field through various analyses considering several dimensions of the PLP interventions (e.g., quality of professional learning offered, teacher perceptions and instruction, policy environment). In doing so, we also pay close attention to the role of equity in conceptualizing and implementing this work.
Sub Unit
Chair
Papers
An Investigation Into the Alignment of Teacher and Coach Experiences in Professional Learning - Ethan Smith, University of Delaware; Laura M. Desimone, University of Delaware; Horatio Blackman, National Urban League
How Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction - Meghan Comstock, University of Pennsylvania; Erica Litke, University of Delaware; Kirsten Lee Hill, Kirsten Lee Hill Consulting; Laura M. Desimone, University of Delaware
How Partnerships Conceptualize Equity in Curriculum-Aligned Professional Learning - Erica Litke, University of Delaware; Meghan Comstock, University of Pennsylvania; Horatio Blackman, National Urban League
Understanding Professional Learning Partnerships: The Role of the Policy Environment in Shaping Partnership Outcomes and Resilience to Extreme Challenge - Kirsten Lee Hill, Kirsten Lee Hill Consulting; Laura M. Desimone, University of Delaware; Latrice Marianno, University of Delaware; Kristina Lail, University of Delaware; Camila Polanco, University of Delaware
Typologizing Teachers’ Instructional Practices: Ambitious, Procedural, and Culturally Responsive Teaching? - Meghan Comstock, University of Pennsylvania; Kenneth Shores, University of Delaware; Kirsten Lee Hill, Kirsten Lee Hill Consulting; Erica Litke, University of Delaware; Laura M. Desimone, University of Delaware; Camila Polanco, University of Delaware