This qualitative study explores a cohort professional development experience that brought new teachers together every few weeks from across an urban school district. Observation data were analyzed through Wenger’s (1998) Communities of Practice social learning framework. The purpose was to examine how a cohort can be a valuable resource of new teacher support, particularly in areas where novices, who are being prepared largely through alternative routes, start their careers in some of the most challenging teaching assignments. Key theoretical insights resulting from the analysis include (a) the importance of interactivity of the Wenger elements, (b) the centrality of the community component, and (c) the implications of what legitimate peripheral participation looks like for a solely novice community of practice. Implications of these theoretical considerations are discussed and then linked to possibilities for practice and research to supplement current, traditional induction and mentoring practices.
The development and implementation of a Professional Development School (PDS)-sponsored summer program for at-risk secondary students is described. Literature related to PDSs and summer programs is followed by a presentation of data findings and analysis. Attendance and grade point average data gathered on the 17 participating rising ninth graders indicate that the described summer program had a positive student impact. Benefits for the university and school constituents as well as implications for future practice and research are described.
This paper describes the positive influence of strategic collaboration on the development of future early childhood educators. Formal and informal in-classroom and out-of-classroom experiences including purposeful, intentional collaboration with peers, local school partners, families, mentor teachers, school administrators, and college faculty across disciplines are presented and analyzed for their impact. The authors highlight the need for teacher preparation programs to leverage strategic partnership opportunities. By supporting the professional growth and development of novice educators, teacher preparation programs can help ensure that future early childhood educators develop the requisite collaborative skill set and mindset necessary to promote positive outcomes for all young children. A specific case of collaboration utilizing a lesson study process is described, highlighting the impact on college students’ skills and dispositions. The authors posit that programs providing multiple strategic collaborations are best positioned to support the preparation of effective early childhood educators.
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