ERIC Number: EJ1176243
Record Type: Journal
Publication Date: 2018-May
Abstractor: As Provided
Exploring Practices of Science Coordinators Participating in Targeted Professional Development
Whitworth, Brooke A.; Maeng, Jennifer L.; Bell, Randy L.
Science Education, v102 n3 p474-497 May 2018
This study describes how district science coordinators supported teachers and implemented professional development in their districts following participation in the Science Coordinator Academy. This qualitative descriptive case study comprised three district science coordinators from three districts in a mid-Atlantic state, as well as principals and teachers from those districts. Data sources, including observations, surveys, artifacts, and interviews, were analyzed using the framework method (Gale, Heath, Cameron, Rashid, & Redwood, 2013). District context, science coordinator background, and collaboration were salient factors that influenced coordinator practices and coordinators' abilities to impact teacher change. We hypothesize that the development of a coaching relationship, facilitating collaboration among teachers, utilizing the characteristics of effective professional development, and promoting reflection through modeling and feedback may be the most important reflection-growth model of instructional leadership (Blase & Blase, 1999) practices for science coordinators to enact when working with teachers.
Descriptors: Faculty Development, Qualitative Research, Case Studies, School Districts, Instructional Leadership, Coordinators, Science Instruction, Science Teachers, Principals
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: N/A