The impact of WyTRIAD professional development on teacher change: A case study

This case study of four high school science teachers focused on their perceptions of change after participating for two years in WyTRIAD, an innovative, constructivist, long-term process which is consistent with the developing consensus of effective professional development. The major strategy of inquiry was a series of in-depth, phenomenological interviews, which were interactive and cumulative. The data analysis followed a constructivist interpretative approach and considered the context of the individual, the cultural conditions of the school and department. Research questions focused on changes in teachers' philosophy about student learning; teachers' expectations of themselves and their students; teachers' sense of importance of their relationships with colleagues and administrators. The constructs of teacher change that emerged from the analysis are embedded in student-oriented themes of: (a) listening to students; (b) incorporating student-centered classroom practices and, (c) engaging students are more active learners. The findings suggest a change in the social norms of department culture.; The components of the WyTRIAD process suggest that the following enhanced the prospects for the changes in the participants: (a) a respectful invitation, (b) empowerment, (c) authentic modeling, (d) connected to the classroom and (e) grounded in content. The findings led to six implications for professional development: (1) In order for teachers to change, they must be sufficiently challenged to confront existing beliefs and practices. Conditions of trust and empowerment must be created in order for them to take risks in critically examining current practice. (2) Change is enhanced when teacher learn from and about their students. (3) The most effective implementation comes with sessions that are dispersed across the academic year, during the school day, when substitutes are hired and teacher involvement is maximized. (4) Changing the pervasive culture of isolation should be a primary goal of teacher development. Time for peer collaboration and dialogue is essential. (5) Allotting budgetary resources and eliciting administrative long-term commitment is essential.