Instructional Change Through Collaboration and Peer Coaching

This chapter explains the connection made between Japanese Lesson Study (JLS) and adult learning theory. For the purpose of further understanding the action research process and how it connects to teacher learning, Phase 3, learning in context with a peer coaching emphasis, will be discussed. This chapter will inform leaders as they develop their own system of professional learning for teachers.

Future Research and Directions for Professional Learning

This chapter provides direction for future learning endeavors that inform teacher practice. It provides leaders with suggestions for professional development including the understanding of layers present in collaboration, such as the development of trust and respect that leads to a collective responsibility. Teachers valued this cycle of learning resulting in time for continuous learning. This cycle, referred to as the Cycle of Continuous Improvement, will be elaborated on as it pertains to professional development. Additionally, social media as a form of professional learning is examined. Suggestions for self-directed investigation and application are provided.

Sustaining High Quality Professional Learning

This chapter first explains the essential features of Japanese Lesson Study and then examines the advantages of using JLS as a model of professional learning. It asks the readers to consider if their own model is sustainable and connected to classroom practice. This chapter also explains the challenges of using JLS in the culture of the United States.

Teachers Are Adult Learners

This chapter will expose the reader to adult learning theory, with particular emphasis on situated learning and discourse theory. Adult learning theory should inform the design of professional development sessions, with particular attention devoted to context and collaborative settings. Professional learning of teachers within the classroom is influenced by situated learning theory and has the potential for sustained professional development. Situated learning proposes that learning involves a process of engagement in a community of practice. People who share a concern or passion for something they do, involving members in joint activities and discussions as they build relationships that enable them to learn from each other, form communities of practice. The concept of community of practice is further discussed as it pertains to teacher professional learning groups. In education, teachers come to professional development sessions with espoused platforms, already equipped with values and beliefs about instruction in the classroom. Therefore, professional development cannot be a one-size-fits-all opportunity.

Social Media and Professional Learning Networks

This chapter examines social media as a form of professional development. It sheds light on social media platforms that support collaboration and reflection among educators. The International Society for Teachers in Education (ISTE) continues to stress the importance of teachers possessing skills and behaviors of digital age professionals. This is necessary as educators become co-learners with their students and colleagues around the world. Social networks, such as Twitter and Google+ communities, provide opportunities to move up the Substitution Augmentation Modification Redefinition Model developed by Dr. Ruben Puentedura, or offer a method of seeing how computer technology might impact teaching and learning, as well as professional learning for teachers.

Overcoming Barriers to Teacher Learning

This chapter reveals teacher learning that results from reflection. Effective reading strategies are discussed as they pertain to the lesson. Phase 4 of the action research study informs this chapter as it shares how teachers overcome barriers such as time, teacher empowerment constraints, and collaboration efforts. These areas are often overlooked when designing professional learning in schools. Solutions are also presented in the form of teacher narratives. This chapter will inform practitioners as they develop learning sessions for teachers.

Teacher Perceptions of Japanese Lesson Study

This chapter provides the reader with insights from an action research study. The qualitative research process is explained including data collection methods, data analysis, and the action research process. The results reveal teacher perceptions of professional learning and specifically Japanese Lesson Study. For the purpose of understanding the action research process and the story that unfolded, three phases were identified: (1) astounded by Japanese Lesson Study, (2) the power of team, (3) learning in context with a peer coaching emphasis. Phases 1 and 2 will be addressed in detail in the upcoming sections.

Models of Professional Development

Previous sections in this book have revealed effective qualities of professional learning sessions and how adult learning theories inform the design of teacher professional development. Reform is constant in education and should influence how to examine professional development efforts, particularly those that directly impact teachers and their efforts in the classroom setting. Additionally, it is necessary to examine models that are used in majority of our school systems. Reflecting on these models can help us determine what is best for teachers at their current state of learning. This chapter explores models of professional development.

Effective Methods of Professional Development

This chapter discusses successful elements of professional learning practices. Teacher interviews inform this chapter, as they share their own experiences. Teachers come to staff development with beliefs and knowledge about teaching. The relationship between the knowledge and opinions that teachers bring and what staff developers offer are critical to the acceptance of new instructional practices. For meaningful instructional changes to occur, teachers must have a voice in the process of their own learning. Successful professional development should allow for reflection, collaboration, and acknowledge the needs and interests of teachers. Furthermore, adult education practices need to be considered when designing professional learning sessions.