Chapters 11, 12, 13, & 14

The chapter looks at Professional Development being collaborative across all educators.

The chapter looks at the importance of all educators being held responsible for the change that happens on campus.

Sparks discusses that educators should teach "all" children and treated equally.

The chapter discusses the importance of investing resources, time, funding and others to create professional learning communities.

Chapter 14Culture of Collaborative Inquiry

Chapter 12Equity Drivers

Chapter 13 Equity Foundations

Chapter 11Resources

Chapters 11, 12, 13, and 14

Challenge: Since 2002, NSF has allocated over $800 million to this initiative (PD in Math)" and "received an initial five-year grant of $22.5 million from NSF" (Barrett et al, 2015, p. 3)

Findings: Continued investment in PD is crucial, particularly in rural areas where teacher recruitment and retention are challenging. Improving existing teacher skills may be the most effective strategy for improving educational outcomes.

Methodology: Quantitative Research

Participants: 92 teachers and 18,944 students .

Article 1: Working with what they have: Professional development as a reform strategy in rural schools.

Purpose: Do students whose teachers received PD have higher scores than students whose teachers never had such training?" .

Update: Rather than advocating for treating all students exactly the same, it promotes recognizing and valuing the unique strengths that students from different backgrounds bring to their education. (Silverman et al, 2021, p. 227)

Findings: When educators explicitly communicated strengths-based beliefs about lower-SES backgrounds, it positively affected lower-SES students' motivation and persistence without negatively impacting higher-SES students (Silverman et al, 2021, p.227)

Methodology: Quantitative Research

Participants: 125 educators, 256 students, 276 university students

Article 1: Educators’ beliefs about students’ socioeconomic backgrounds as a pathway for supporting motivation.

Purpose: Examine how educators' beliefs about students' socioeconomic backgrounds influence student motivation and academic outcomes.

Confirm: "Distributing leadership through the inquiry process facilitated a shift in power from top-down descriptive curriculum knowledge to co-created, contextual, and culturally aware knowledge (Döös et al, 2017, p. 15)."

Findings: "Developing partnerships in communities of practice was important in delivering school improvement"

Methodology: Mixed Methods

Participants: 2 Principals

Article 2: Shared principalship: the perspective of close subordinate colleagues.

Purpose: To examine "how hierarchical leadership can be transformed to distributed leadership so that leaders can share the focus on improving school effectiveness and student outcomes" (Döös et al, 2017, p. 2).

Challenge: "In contrast, low-SES students who are high achievers or come from supportive home environments appear to be the strongest responders to signals about their own academic performance." (Karlson, 2019, p.716)

Findings: Disadvantaged students, particularly those who are high-performing or from supportive environments, are actually more attentive to academic performance signals than their more advantaged peers.

Methodology: Quantitative Study

Participants: 1,049 high school students

Article 2: Expectation Formation for All? Group Differences in Student Response to Signals about Academic Performance.

Purpose: To examine whether socially and academically disadvantaged students respond differently to academic performance signals when forming their educational expectations.

Confirm: Implementation decisions had to be adapted "based on local constraints (e.g., number of PD days; funds)" (Rojas et al, 2020).p. 3)

Findings: Funding was limited, but the PD program was within existing resource constraints and successful..

Methodology: Natural experiment

Participants: 95 schools

Article 2: Finding rigor within a large-scale Expansion of preschool to test impacts of a Professional Development Program

Purpose: To examine "the impact of investments in PD within the context of an expansion of universal preschool in one of the nation's largest school districts" (p. 1).

Confirm: "Close subordinates stress the importance of leaders being accessible, and therefore highlight the value of having more than one person to go to" (Arar & Taysum, 2019, p. 160)

Findings: Having multiple leaders increased accessibility for staff

Methodology: Qualitative Research

Participants: 18 teachers and 2 viece principals

Article 1: From hierarchical leadership to a mark of distributed leadership by whole school inquiry in partnership with Higher Education Institutions: comparing the Arab education in Israel with the education system in England

Purpose: To contribute knowledge about how shared principalship is experienced

Confirm: Collaboration is vital for rural teachers who may be isolated and have few or no colleagues teaching the same subjects in their schools, as well as geographic barriers, and it supports teacher professional development (Inouye et al, 2023).

Findings: "Evidence of solidarity and solidity built over the sessions... The initial sessions included an emphasis on less critical dialogue that built the togetherness and trust of the group." (Inouye et al, 2023, p.21-22)

Methodology: Mixed Methods

Participants: 9 teachers

Article 2: Exploring collaborative professionalism as a means of virtually supporting rural teachers.

Purpose: To examine how collaborative professionalism could be built virtually to support geographically isolated rural teachers. (Inouye et al, 2023, p.14)

Confirm: School leadership should formalize and support collaboration, with proper time and structures provided for teachers to work together effectively. (Aparicio-Molina & Sepúlveda-López, 2019, p. 2).

Findings: Collaborative work as essential for professional development and school improvement.

Methodology: Qualitative case study

Participants: 9 teachers

Article 1: Teachers´ collaborative work: new toward for teacher´s development.

Purpose: The study aimed to explore teachers' experiences with collaborative work and identify factors that facilitate or hinder peer collaboration