The Role of Partnerships in Collaboratively Designing Teacher Leader Professional Learning

• In Event: School-University Partnership Paper Session: Research on and With Teachers

Abstract

This qualitative case study investigates the collaborative design of teacher leader professionallearning within a District-University Partnership. Using a Third Space heuristic (Lynch et. al., 2024) and the Organizational Learning Core (Shepard, 2024), the study explores how school and university-based educators work together to offer coherent and relevant professional learning experiences. Data from artifact analysis, interviews, and email exchanges highlight key themes including: the intricacies of program design and logistics; synergistic communication; and the necessary backbone of administrative efficiency. However, findings also emphasize the necessity for nimble adaptability, the strength of collective wisdom, and the importance of synchronizing efforts. These insights offer valuable guidance for those aiming to strengthen teacher leaders’ professional learning through collaborative practices, shared decision-making, and evidence-based approaches.

Authors

• Rachelle Curcio, University of North Florida

• Diane Yendol-Hoppey, University of North Florida

• Jamey Burns, University of North Florida