Identifying High-Impact Practices of Learning Communities that Foster Collective Professional Growth

ABSTRACT

This article explores the collective practice of teacher professional growth. A Delphi study method was used to identify a set of high-leverage practices for building teacher collective capacity for instructional improvement. The Delphi findings established a degree of empirical evidence for an initial set of collective practices, and offer observable indicators of and strategies for developing those practices. We offer these findings as suggestions for moving beyond the paradigm of expert-driven professional learning for developing individual practices to teacher-driven models that develop group practices for collective growth as a means of achieving greater diffusion of best practices.

Disclosure statement

No potential conflict of interest was reported by the authors.