Planning Professional Learning to Support the Implementation of a New English Language Arts Program for Middle School Students

Abstract

A critical part of implementing a new instructional program is professional learning. Multifaceted training was planned and delivered to teachers in a Midwestern urban school district prior to and during implementation of an online accelerated English language arts curriculum in four middle schools. Working in partnership with two universities, district teachers were trained to utilize the Integrated Curriculum Model as well as practical training in navigating the Schoology online learning platform. During a 3-year period, teachers engaged in additional professional learning related to curriculum and instruction, assessment, and online teaching pedagogy in both a workshop and consultative format. This article summarizes the approaches used in this professional learning plan and lessons learned for future applications.

Keywords

professional learning online learning curriculum university-school partnerships

Get full access to this article

View all access options for this article.

References

Adey

(2004). Effective professional development: What have we learned from teachers of thinking. Gifted Education International, 19(1), 13–20. https://doi.org/10.1177/026142940401900104

Barton

E. A.

Dexter

(2020). Sources of teachers’ self-efficacy for technology integration from formal, informal, and independent professional learning. Educational Technology Research and Development, 68(1), 89–108. https://doi.org/10.1007/s11423-019-09671-6

Carrillo

Flores

M. A.

(2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. https://doi.org/10.1080/02619768.2020.1821184

Matthews

D. J.

Foster

J. F.

(2005). A dynamic scaffolding model of teacher development: The gifted education consultant as catalyst for change. Gifted Child Quarterly, 49(3), 222–230. https://doi.org/10.1177/001698620504900304

National Association for Gifted Children (2019). Programming standard 6: Professional learning. NAGC pre-K-Grade 12 gifted programming standards. https://cdn.ymaws.com/nagconline.site-ym.com/resource/resmgr/knowledge-center/2019_Programming_Standards.pdf

Pulham

Graham

C. R.

(2018). Comparing K-12 online and blended teaching competencies: A literature review. Distance Education, 39(3), 411–432. https://doi.org/10.1080/01587919.2018.1476840

Reis

S. M.

Westberg

K. L.

(1994). The impact of staff development on teachers’ ability to modify curriculum for gifted and talented students. Gifted Child Quarterly, 38(3), 127–135. https://doi.org/10.1177/001698629403800306

Schachter

R. E.

Gerde

H. K.

Hatton-Bowers

(2019). Guidelines for selecting professional development for early childhood teachers. Early Childhood Education Journal, 47(4), 395–408. https://doi.org/10.1007/s10643-019-00942-8

VanTassel-Baska

(2003). Content-based curriculum for high-ability learners: An introduction. In VanTassel-Baska

Little

C. A.

(Eds), Content-based curriculum for high-ability learners (pp. 1–23). Prufrock Press.

10.

VanTassel-Baska

Xuemei Feng

Brown

Bracken

Stambaugh

French

McGowan

Worley

Quek

Bai

(2008). A study of differentiated instructional change over 3 years. Gifted Child Quarterly, 52(4), 297–312. https://doi.org/10.1177/0016986208321809