Virtual Practice-Based Professional Development to Implement a Writing Study During a Pandemic

• In Event: Fairmont Roundtable Session Nine
  In Roundtable Session: Examining Innovative Teacher Education Practices Through Self-Study (Table 18)

Abstract

This paper describes a self-study by two researchers implementing practice-based professional development (PBPD) for writing instruction to develop a framework for effectively delivering PBPD virtually in both a synchronous and asynchronous format to special and general education teachers. The PBPD was conducted as a pilot project and a second phase to develop teachers' knowledge and skills in implementing Self-Regulated Strategy Development (SRSD) for writing study at the middle school level. Teachers participated in virtual asynchronous PBPD, followed by virtual synchronous PBPD, where they could practice lesson implementations for the writing unit to be taught in their middle school classrooms.

Authors

• Tara E. Mason, University of California - Berkeley
  Presenting Author

• Amber B. Ray, University of Illinois at Urbana-Champaign
  Presenting Author