A Case Study: How Principals Sustain Joy-Filled Professional Learning Cultures in the Science of Reading

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 4
  In Roundtable Session: Deeper Dives Into the Practice and Actions of Educational Leaders (Table 2)

Abstract

As leaders, principals set the tone for professional learning in their buildings. With the frequent turnover of programs, curricula, and initiatives, how do principals sustain joy-filled cultures of professional learning? This study examines how principals made sense of a new justice-centered literacy initiative in the Science of Reading (SoR). As principals implemented this rigorous, ongoing professional learning program, this study explores how principals’ sense-making processes shaped their abilities to sustain professional learning cultures of joy.

Authors

• Beza Tefera Muzein, University of Georgia

• Kathryn Polley, University of Georgia

• Sally J. Zepeda, University of Georgia