Using a Practical Measure to Support Inquiry Into Professional Development Facilitation

Author:
Hannah Nieman University of Washington

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Kara Jackson University of Washington

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Michael Jarry-Shore North Carolina State University

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Hilda Borko Stanford University

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Elham Kazemi University of Washington

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Starlie Chinen University of Washington

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Anita Lenges University of Washington

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Zuhal Yilmaz Louisiana State University

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Cara Haines University of Nevada, Las Vegas

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Volume/Issue:
Volume 12: Issue 1
Page(s):
70–83
DOI:
https://doi.org/10.5951/MTE.2022.0038
Restricted access
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Subjects:
Grade(s) or Audience, All grades PK-12, Math Coordinator/Math Coach/Department Chair, Workplace/Adult education, Research, Research Study, Qualitative Research, Professional Development / Teacher Training, Teacher Collaboration (CoPs/PLCs), Teacher Professional Development
Keywords:
professional development; facilitation; improvement science; inquiry

Despite the complexity of facilitating professional development (PD) and growing attention to supporting facilitators, few tools exist for facilitators to engage in ongoing inquiry into their practice. In this article, we offer a practical measure, the Collaborative Professional Development Survey (CPDS), designed to provide facilitators with information about teachers’ perceptions of aspects of the PD learning environment that research indicates matter for teachers’ opportunities to learn. We illustrate how facilitators used the CPDS to support their collective inquiry into facilitation. We also illustrate the social processes that appeared to enable facilitators’ productive use of the CPDS, including a routine to analyze the resulting data, and the orientations that underpinned their analysis. We discuss implications for facilitators’ use of the CPDS.

Contributor Notes

Hannah J. Nieman, College of Education, University of Washington, Seattle, WA 98195; hnieman@uw.edu

Kara Jackson, College of Education, University of Washington, Seattle, WA 98195; karajack@uw.edu

Michael Jarry-Shore, Department of Teacher Education and Learning Sciences, North Carolina State University, Raleigh, NC 27606; majarrys@ncsu.edu

Hilda Borko, Graduate School of Education, Stanford University, Stanford, CA 94305; hildab@stanford.edu

Elham Kazemi, College of Education, University of Washington, Seattle, WA 98195; ekazemi@uw.edu

Starlie Chinen, College of Education, University of Washington, Seattle, WA 98195; schinen@uw.edu

Anita Lenges, College of Education, University of Washington, Seattle, WA 98195; alenges@uw.edu

Zuhal Yilmaz, Gordon A. Cain Center for STEM Literacy, Louisiana State University, Baton Rouge, LA 70803; zyilmaz@lsu.edu

Cara Haines, College of Education, University of Nevada, Las Vegas, Reno, NV 89557; cara.haines@unlv.edu

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2023
Page Count:
14
Article Category:
Research Article
Print Publication Date:
01 Sep 2023
Online Publication Date:
01 Sep 2023
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