Professional Learning Designs: Fostering Collective Teacher Efficacy to Close the Achievement Gap

• In Event: Fairmont Roundtable Session Seven
  In Roundtable Session: Teachers' Professional Learning and Development (Table 2)

Abstract

Prior research has indicated that collective teacher efficacy (CTE) is highly correlated with increased student achievement (Blatti et al., 2019; Cansoy & Parlar, 2017; Cansoy et al., 2020; Donohoo, 2017a; Hite & Donohoo, 2021). Professional learning opportunities can increase CTE by providing teachers with opportunities to build upon their collective skills and beliefs. This study explored how professional learning was designed in a school with high CTE, and the perceptions of key stakeholders in that school regarding the role of their professional learning in fostering CTE. This study helps fill “the gap in research between theory and practice” (Donohoo, 2017a, p. 114) in relation to the application of specific evidence-based designs for professional learning that promote collective teacher efficacy.

Authors

• Dana L. Jamison, Muscoy Elementary School
  Non-Presenting Author

• Stacy Kula, Azusa Pacific University
  Presenting Author