Teachers prefer professional learning led by their colleagues over training from outside consultants¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When ILC workshops are contrasted with traditional professional development offered by outside consultants, teachers prefer learning from and with their colleagues, trusting colleagues' knowledge of local needs and context. → Lotan 2019

Evidence¶

Lotan 2019¶

Lotan, R. A., & Burns, D. (2019). The Instructional Leadership Corps: Teachers leading sustainable professional learning in their communities. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/instructional-leadership-corps-teachers-leading

q2 · i? · qualitative · r?

Qualitative casebook finding from the Lessons Learned chapter, based on interviews and observations across four ILC sites; the report states that "teachers prefer learning from and with their colleagues" and that local leaders can demonstrate, not just describe, instructional shifts.

"When ILC workshops are contrasted with traditional professional development offered by outside consultants, teachers prefer learning from and with their colleagues."

Discussion¶

Related Claims¶

• Effective professional development is content focused, active, collaborative, modeled, coached, feedback-rich, and sustained over time — the general claim this finding bears on, with the studies behind it
• Creating and leading professional learning for colleagues enhances teacher leaders' sense of professionalism and efficacy — related
• Most ILC workshop participants report that the experience influenced their curriculum, instruction, assessments, engagement, and student learning to a great extent — related
• Over four years, more than 250 ILC leaders provided multi-session professional learning to more than 32,000 California educators across more than 2,000 schools and at least 495 districts — related
• Trust amongst peers is high while trust of outsiders is low, and vendor relationships in districts follow a long consultative sales cycle — related
• Most partner professional development relied on traditional short-term workshops with little classroom-level intensive assistance — related
• Consultation with trusted colleagues offered new interpretations of a student's behavior, lessening a teacher's emotional labor and shifting her from surface acting to deep acting (Linda case) — related
• Contrasting workshop practices (random vs. purposeful grouping) framed the problem of labeling students around local context and teacher agency — related
• Instructional coaching provides individualized support adapted to teachers' needs and classroom contexts, in contrast to traditional professional development workshops — related
• In Irving ISD, 56% of educators who served as program coaches since 2017 were promoted to new positions — related
• Teacher leaders can play a valuable role in supporting the professional learning of their colleagues — a broader claim this one bears on
• Team-based professional development in higher education leads colleagues to learn more about each other, with some becoming role models for one another — related