The Effects of Sustained, Collaborative Professional Learning on Literacy Teachers' Instruction: Year 2

• In Event: Critical Issues in Literacy Research 3

Abstract

Effective literacy professional learning has been identified as an important factor to maintain and improve teachers’ instruction. We will describe our experience developing and implementing the second year of a multiyear professional learning institute for early elementary classroom and specialist teachers in a large public school district near a major urban city. The model blends five sessions of intensive instruction with intersession support and situated learning opportunities that follow the Communities of Practice model (Lave & Wenger, 1991). Findings suggest that professional learning successfully enhanced participants’ literacy instructional knowledge, leading to changed instructional practice.

Authors

• Allison Ward- Parsons, George Mason University

• Lori Wilt Silver, George Mason University

• April A Mattix, George Mason University

• Christy Irish, George Mason University

• Seth A. Parsons, George Mason University

• Mary C. Bartolini, George Mason University

• Erin Marie Ramirez, California State University - Monterey Bay