Professional learning and identities in teaching: international narratives of successful teachers

When a district hires a teacher, the district has a responsibility to provide resources, dialogue, professional learning opportunities, and peer support to ensure that the teacher will be fully prepared to engage and inspire students in the classroom (Liesveld, 2005). When a teacher’s struggles are not related to instruction in the classroom, but are more about unacceptable behavior, the principal or supervisor might need to consider a level of corrective action that will help the teacher be successful both in and out of the classroom. Both new and experienced teachers need the tools to create engaging lessons, a grasp of the best teaching strategies common to all successful teachers, and the ability to understand what separates good teacher conduct from bad (Robinson, 2009). In this paper, we explore some practical tools designed to aid administrators as they manage and support teachers navigating the 21st century classroom.

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Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00041 ◽

2020 ◽

Vol 5 (1) ◽

pp. 290-303

Author(s):

P. Charlie Buckley ◽

Kimberly A. Murza ◽

Tami Cassel

Keyword(s):

Data Analysis ◽

Professional Learning ◽

Social Communication ◽

Special Educators ◽

Service Providers ◽

Integrative Approach ◽

Theory Approach ◽

Learning Program ◽

Speech Language Pathologists ◽

Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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From Isolation to Collaboration: Relationship of Professional Learning and Teachers' Efficacy Beliefs

PsycEXTRA Dataset ◽

10.1037/e567562014-001 ◽

2014 ◽

Author(s):

Tracy L. Durksen

Keyword(s):

Professional Learning ◽

Efficacy Beliefs ◽

Relationship Of

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Advancing the assessment of professional learning, self-care, and competence.

Professional Psychology Research and Practice ◽

10.1037/pro0000225 ◽

2019 ◽

Vol 50 (2) ◽

pp. 95-105 ◽

Cited By ~ 2

Author(s):

Greg J. Neimeyer ◽

Jennifer M. Taylor

Keyword(s):

Professional Learning ◽

Self Care

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Three Innovations: Promises and Perils

The Canadian Journal of Action Research ◽

10.33524/cjar.v19i3.429 ◽

2018 ◽

Vol 19 (3) ◽

pp. 73-90

Author(s):

Sam Oh Neill

Keyword(s):

Longitudinal Study ◽

Learning Community ◽

Professional Learning Community ◽

School Board ◽

Professional Learning ◽

Social Emotional Learning ◽

School Reforms ◽

Social Emotional ◽

Purpose Of Education ◽

Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning.

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