Leadership, social capital and resources: Promoting teacher learning in a professional development school

Many school reform efforts have emphasized the need for well-prepared and educated teachers. Teachers are being called upon to teach in new ways to promote problem-solving, critical thinking, rich understanding of content, and the ability and desire to be responsible citizens and lifelong learners among their students. These changes in teaching will not happen without meaningful and effective professional development opportunities for teachers. Furthermore, schools as institutions need to be environments that foster teacher learning and development. The Professional Development School (PDS) movement has sought to address both of these issues by providing opportunities for teacher learning and by promoting an atmosphere in schools that is conducive to the ongoing development of teachers as professionals. Analysis of the research literature suggests at least three factors influential in teacher learning: leadership, social capital, and resources (time, money, and information). The effectiveness of a particular PDS may depend on its success in promoting the development of these three factors.; This study examines the idea that leadership, social capital, and resources significantly impact teacher learning. The study addresses three main research questions: What evidence is there of teacher learning in this PDS? How do social capital and resources impact teacher learning? How does leadership in this PDS support or inhibit social capital and resource development?; Qualitative and quantitative data for this study were collected over a period of three years (1997–2000) as part of a larger study documenting the events of the PDS. A single case study method was used to allow for an inductive approach and to support the use of multiple sources of evidence in an individual PDS. Triangulation of evidence was realized through use of interview, observation, document analysis, and survey methods. Further, data were collected from all categories of PDS participants.; Teacher learning is a critical component of meaningful and lasting school change. To support teacher development, reform efforts must address opportunities for teachers as individuals as well as conditions in schools as institutions. The PDS reform movement purports to effectively provide teacher professional development and lasting school change. As the PDS movement grows, it is important to evaluate its effectiveness in meeting school change objectives. This case study provides a model for looking at the mechanisms in a PDS that support or constrain teacher learning. This model can be used to promote further critical evaluation of PDS efforts and the conditions in schools needed to foster teacher learning.