Core Requirements, Structured Flexibility, and Local Judgment: Balancing Adherence and Adaptation in the Design and Implementation of District-Wide Professional Development
Julie Cohen, Arielle Boguslav, James Wyckoff, Veronica Katz, Katherine Sadowski, Emily A. Wiseman
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引用次数: 0
Abstract
Professional development (PD) for teachers is a ubiquitous feature of the American educational landscape. Yet we know little about how districts navigate the variation in teacher learning needs when designing and implementing district-wide PD programs. In this paper, we describe how the District of Columbia Public Schools implemented an ambitious PD program called LEAP (LEarning together to Advance our Practice). Aligned with best practices, LEAP consisted of weekly group learning in content-specific teams, followed by individualized coaching support, all guided by a district-provided professional learning curriculum. We capitalize on both quantitative and qualitative data to understand how the program was implemented and how the district’s implementation efforts shaped what happened on the ground. Finally, we highlight implications for other districts interested in implementing complex PD.
教师专业发展(PD)是美国教育的一个普遍特征。然而,我们对各学区在设计和实施全学区范围的教师专业发展项目时,如何把握教师学习需求的差异性知之甚少。在本文中,我们将介绍哥伦比亚特区公立学校如何实施一项名为 LEAP(LEarning together to Advance our Practice)的雄心勃勃的教师进修计划。LEAP 与最佳实践相一致,包括每周在特定内容团队中开展小组学习,随后提供个别辅导支持,所有这些都以学区提供的专业学习课程为指导。我们利用定量和定性数据来了解该计划是如何实施的,以及学区的实施工作是如何影响实际情况的。最后,我们强调了对其他有意实施复合型专业发展项目的学区的启示。
期刊介绍:
Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.