Responsive Graduate Education: Supporting Teachers' Professional Learning to Effectively Serve Diverse Learners in Multiple Contexts

• In Event: Supporting Learners With Dis/abilities and Inclusive Education

Abstract

This paper describes an Applied Graduate Education project that implemented a responsive graduate education approach for supporting inservice teachers with needs-based professional learning in focal areas of practice. Specifically, we report how teachers’ needs were identified and used to iteratively adjust two master’s programs’ curricula, assignments, and job-embedded coaching. The participating teachers’ perspectives and expertise were ultimately leveraged to inform revisions to program requirements and lead to changes in focal instructional practices. The findings contribute to the field of responsive professional development to incorporate graduate teacher education programs as hybrid spaces for meaningful and effective teacher learning and change.

Authors

• Mary A. Avalos, University of Miami

• Wendy Cavendish, University of Miami