Consistent participation in a cross-grade, cross-school professional learning community supported PKTP implementation and teacher learning¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Monthly cross-grade, cross-school teacher meetings provided a critical space for deepening implementation, letting teachers learn about their community, build support networks, and gain classroom strategies. → Spain 2018

Evidence¶

Spain 2018¶

Spain, A.K., Ehrlich, S.B., Cowhy, J.R., Dasgupta, D.K., & Lockaby, T. (2018). A community effort to support the transition from pre-K to kindergarten. Chicago, IL: University of Chicago Consortium on School Research and Chapin Hall at the University of Chicago. https://consortium.uchicago.edu/publications/community-effort-support-transition-pre-k-kindergarten

q2 · i? · design · r2

Developmental evaluation of PKTP's first full year (2016-17) across 18 classrooms in six sites, using teacher surveys, interviews, focus groups, observations, and documentation. The report finds consistent school and center participation in the professional learning community "provided a critical space for deepening classroom and community implementation of PKTP."

"Participating in monthly teacher meeti ngs allowed pre-K and kindergarten teachers to learn more about their community and how it influenc ed students and families, develop a network of support, and gain knowledge about strategies they could implement in their classrooms"

Discussion¶

Related Claims¶

• Participation in mathematics PLC changed teachers' collaboration norms, understanding of mathematics and its teaching, and ability to design and carry out teaching — the general claim this finding bears on, with the studies behind it
• PKTP family learning activities created opportunities for informal teacher-family relationships and a greater sense of community — related
• Online professional development offers potential advantages of reduced travel costs, increased convenience, and community building among participants — related
• Attending to affect in co-design supports community formation and cross-scale transfer — related
• Productive collaboration norms in mathematics PLC fall into three categories, with trust norms acting as prerequisites for critical inquiry, and develop over time — related
• Pre-K teachers implemented PKTP's common classroom practices more consistently than kindergarten teachers, with dramatic play and trauma-sensitive practices least frequent among kindergarten teachers — related
• At the close of the first full year, PKTP's communication about the importance of transition was unclear to many teacher and parent participants — related
• Teachers used Forms for professional purposes: parent communication, professional learning, efficiency, and administrative tasks — related
• Geographic distance and insufficient internet bandwidth can derail rural schools' plans for cross-school professional learning communities — related
• Participating in scoring performance assessments builds teacher capacity in several ways — related
• Teachers participating in learning studies develop an increased ability to discern critical features of a learning object and shift from general to content-specific ways of offering the object of learning — related