Our Research

Our approach to professional learning uses a combination of professional development, coaching support, and supported self-reflection. We are examining three sets of questions critical to better understanding key features of professional development and coaching designed to impact participant learning, behavior as measured by frequency and quality of engagement in the practice, and participant perceptions of learning and practice. We are investigating an additional variation on the work to determine whether there are differences between mathematics-focused and a general content approach, which will serve to inform the utility of such an approach in districts with varying constraints.

1. Teacher perceptions of learning and influences on teachers’ professional learning: What are teachers’ perceptions of their own learning, discussion-leading practice, and attention to issues of equity? How well matched are these perceptions with external measures? What supports do teachers perceive as impacting their learning? How does principal selection criteria, process, and communication with teachers about their selection impact teachers’ desire to engage in learning and their own perceptions of their learning and practice?
2. Impact on teaching skill: In what ways does professional development focused on leading discussions in combination with peer and coach support impact teachers’ skill and willingness to engage in that teaching practice? In what ways do the professional supports impact teachers’ willingness and ability to disrupt patterns of inequity?
3. Impact of subject-matter specificity: Does a focus on mathematics produce different outcomes than a generalized focus for teaching practice or perception of learning?