A case study of teachers' efforts to improve instructional practices through collaborative professional development

This research project focuses on the implementation of a collaborative form of professional development that used student work as a tool for examination. Two main aspects of the project are studied. The research investigates whether participation in the professional development effected teachers' instructional practices within the classroom context. In addition, the project seeks to learn whether characteristics of a learning community emerge as a result of collaborative discussions.; Five primary classroom teachers met bi-weekly and followed a protocol that guided collaborative discussions of student work. Three data instruments reported that teachers' instructional practices were effected as a result of their participation in the collaborative discussions. Teachers came to value the process of examining student work, dialogue surrounding standards and benchmarks increased and participants increased their use of assessment to target their students' skills.; Characteristics of a learning community emerged as a result of collaborative discussions. Strong evidence of a shared vision evolved among participants as a willingness to share ideas increased. In addition, recorded responses indicated that teachers became reflective as opportunities to collaborate with colleagues were afforded.; The dual role of principal and researcher promoted teacher and school wide growth as the position of an instructional leader became a priority for the period of the study. An ideal opportunity was provided to the participants as the model of professional development encompassed the components of those proven to work. Because the researcher had the ability to direct resources toward this project and assisted in facilitating the process with limited outside interference, teachers were able to stay focused on the primary objective: improved student achievement.; This study's findings reinforce current literature and research regarding professional development and learning communities. As teachers are given the opportunity to engage in collaborative discussions using student work as a focus, critical questions about student achievement can be collectively addressed. Together, faculty members can define expectations of quality work, discuss best practices and place efforts toward improving student and school wide achievement.