Infographic Gallery Walk by Claudeth Gindl.

By Claudeth Gindl

Infographic Gallery Walk

Professional Learning

Chapter 11Look for Root Causes

Research Study 2

Chapter 13The Power of What We Think

Chapter 12Lead for a Transformation in Professional Learning

Chapter 14Create Schools in Which Everyone's Job Is To Learn

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Research Study 1

Learning Forward Standards

Research Study 1

Research Study 2

Research Study 1

Research Study 1

Research Study 2

Research Study 2

Learning Forward Standards

Learning Forward Standards

Learning Forward Standards

APA References

• Transformational Processes
• Learning Designs Standard
• Confirm the critical role of leadership in shaping professional learning environments

Learning Forward Standards

• Rigorous Content for Each Learner
• Professional Expertise

• Supporting teachers’ equity-oriented learning and identities
• Development should be inclusive & support every individual’s growth

Learning Forward Standards

Physics Teachers’ Perceptions of Administrative Supportfor Professional Learning During COVID-19

• Update:
• Emphasizes critical role of administrative support in maintaining PD (Hancock II & Poling, 2023).

(Hancock II & Poling, 2023)

• Purpose
• Participants
• Methodology
• Results/findings

• 4 high school physics

• Qualitative multiple case study analysis
• Semi-structured interviews

• better understand of high school physics teachers’ perceptions of administrative support

• How administrative support impact teachers' opportunities for professional learning.

• Transformational Processes
• Evidence
• Highlights critical role of data analysis in designing effective professional learning that targets specific needs.

Learning Forward Standards

• Challenge:
• Underscores need for shift in mindset & practices to create meaningful CPD opportunities (Corral-Granados, 2022)

(Corral-Granados, 2022)

• Purpose
• Participants
• Methodology
• Results/findings

"Challenges in continuing professional development on inclusion in early years in Spain"

• Teachers, teaching assistants, managerial team, 6 parents & 24 children

• Qualitative research
• Interviews
• Case studies

• Need for comprehensive, practice-oriented, and contextually relevant CPD

• Challenges faced in CPD for fostering inclusion in early childhood education

• Transformational Processes

• Implementation

• Professional growth driven by reflective collaboration and long-term goals.
• Continuous improvement & sustainable changes in teaching practices.

Learning Forward Standards

“A Mixed Methods Pilot Study of an Equity-Explicit Student-Teacher Relationship Intervention for the Ninth-Grade Transition "

• Update:
• Teacher-student relationships directly influence school culture and learning outcomes (Gaias et al., 2020).

(Gaias et al., 2020)

• Purpose
• Participants
• Methodology
• Results/findings

• students (N = 133)
• teachers (N = 16)

• Mixed-methods approach
• Quantitative data/Surveys
• Qualitative data/Interviews

• Integrate equity-explicit focus into program content and evaluation.

• Intervention impact teacher-student relationships & influence student outcomes regarding equity & school success.

"Supporting Teachers’ Equity-Oriented Learning and Identities: A ResourceCentered Perspective"

• Confirmation:
• Professional development fosters ongoing growth and equitable practices (Louie, 2017).

(Louie, 2017)

• Purpose
• Participants
• Methodology
• Results/findings

• 18 mathematics teachers
• 6 teachers selected as focal teachers

• Multisite case study approach
• observations interviews

• Importance of equity goals in sustaining long-term changes in teaching practices

• Aimed to explore the impact of design-based research (DBR) as a professional development tool.
• Present the learning trends of teachers involved in a type of long-term collaborative PD model through (DBR).

• Resources influence teachers' engagement with equity-oriented teaching practices

• Confirmation:
• Active learning environments lead to improved pedagogical beliefs & self-efficacy (Sahin-Taskin, 2017).

(Sahin-Taskin, 2017)

• Purpose
• Participants
• Methodology
• Results/findings

"Effects of active learning environments supported with self and peer assessment on pre-service teachers’ pedagogical and self-efficacy beliefs"

• 33 women and 15 men participated

• Quasi-experimental
• (pre-test/post-test) research design

• Active learning methods had significant effect on Alternative Assessment Strategies

• self-efficacy of alternative assessment in active learning environments through improved PD quality.

"An investigation into the effects of short-course professional development on teachers’ and teaching assistants’ self-efficacy "

• Challenge:
• Traditional CPD formats may not sufficiently address foundational issues in professional development (Makopoulou et al., 2019)

(Makopoulou et al., 2019)

• Purpose
• Participants
• Methodology
• Results/findings

• n = 1533, n = 1432, and n = 149 teachers/teaching assistants

• Repeated measures design
• Surveys

• Greater tailoring of delivery is required to ensure that learning is maximized for all

• short-course PD aimed at developing teachers’ self-efficacy and inclusion

"Being, becoming and sustaining: learning professional learning in teacher education"

• Confirmation :
• PD fosters growth through collaboration, reflection, and adaptability in practice (Karlberg-Granlund & Pastuhov, 2023)

(Karlberg-Granlund & Pastuhov, 2023)

• Purpose
• Participants
• Methodology
• Results/findings

• Subject teachers at a Finnish University

• qualitative case study
• in-depth interviews
• reflective journals
• participant observations

• promoting sustainable professional learning for prospective & in-service teachers.

• Aimed to explore the impact of design-based research (DBR) as a professional development tool.
• Present the learning trends of teachers involved in a type of long-term collaborative PD model through (DBR).

• Teachers' experiences in continuous professional development.

"The relationship between principal support, teacher professional identity, and teacher professional learning in China: Investigating gender differences"

• Update:
• Principal support is a key element in professional learning
• PD is about broader context including identity & relational support (Qin & Liu, 2023).

(Qin & Liu, 2023)

• Purpose
• Participants
• Methodology
• Results/findings

• 608 teachers from central and western China

• Quantitative methodology
• Surveys/Questionnaires

• Professional identity had a higher influence on professional learning

• Principal support influences professional learning