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ERIC Number: EJ1153478
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1941-5257
Scaling up Professional Learning: Technical Expectations and Adaptive Challenges
Dobbs, Christina L.; Ippolito, Jacy; Charner-Laird, Megin
Professional Development in Education, v43 n5 p729-748 2017
In order to be effective, professional development efforts are most promising if they are context specific and focus on supporting collaboration. Increasingly, schools initiate professional development with small groups of teachers, with the intention that the effects of the initiatives will spill over to other school personnel. This study follows one such context-specific and collaboration-driven professional development initiative designed to support teachers in implementing new disciplinary literacy practices. Qualitative data--including interviews, focus group data and written narratives from participants--were analyzed to understand how teachers understood the work of participating in a professional learning community over two years and how they thought about scaling their work to other teachers. Initially, participants perceived change as technical and straightforward, but they came to revise their views over time. However, participants' increasingly complex views of change eventually came into conflict with teachers not in the project, who expected advice about making similar instructional changes to be much simpler. We conclude with implications for how school leaders and professional developers might manage expectations and lead change efforts in ways that balance technical and adaptive work over time.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A