Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6625
Title: Building Capacity Via Facilitator Agency: Tensions in Implementing an Adaptive Model of Professional Development
Authors: Boles, Kelly
Jarry-Shore, Michael
Villa, Anthony
Malamut, James
Borko, Hilda
Keywords: Scale
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Boles, K., Jarry-Shore, M., Villa, A., Malamut, J., & Borko, H. (2020). Building Capacity Via Facilitator Agency: Tensions in Implementing an Adaptive Model of Professional Development. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 5 (pp. 2585-2588). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: One approach to offering sustained professional development at scale is to prepare school-based facilitators to implement a professional development program at their school sites. In implementing a given program, especially one designed to be highly adaptive, facilitators will undoubtedly modify the program. Few studies, however, have examined such adaptations. In this study, we examined the adaptations made by mathematics teacher leaders to a highly-adaptive program of professional development. We considered how teacher leaders modified, omitted, and created activities, focusing questions, and other aspects of the program. We found that facilitators made modifications to address local priorities, yet also omitted core program activities as the project progressed. Our study illustrates a tension encountered by developers of adaptive PD programs between wanting a program to be adaptable enough that facilitators will continue to implement it as their priorities shift and keep core aspects of the program intact.
URI: https://doi.dx.org/10.22318/icls2020.2585
https://repository.isls.org//handle/1/6625
Appears in Collections:ICLS 2020

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