Teaching for Equity and Deeper Learning: How Does Professional Learning Transfer to Teachers’ Practice and Influence Students’ Experiences?

ABSTRACT

This article explores how two urban schools help teachers create equitable spaces for students. We describe the structures and experiences supporting teacher learning and transfer of learning to practice as well as what happens when what is designed for and what is enacted do not align. Findings include that teacher professional learning for equity must (1) include centering it on content related to equity and critical pedagogy; (2) model instructional practices that promote equity; (3) create a culture of inquiry and ownership to promote a school ecosystem where equity and deeper learning thrive; and (4) invite students’ voices into the conversation to understand the impact of teachers’ professional learning.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Deeper learning as defined by The William and Flora Hewlett Foundation: http://www.hewlett.org/programs/education/deeper-learning/what-deeper-learning

2. We used pseudonyms for both sites.

Additional information

Notes on contributors

Meg Riordan

Meg Riordan PhD, is the Director of External Research for EL Education, a K-12, non-profit educational organization. Meg’s research interests include teacher professional learning, organizational scaling, designing professional development, and student voice in school reform. She is the co-author of Going to scale with new school designs: Reinventing high school (Teachers College Press, 2009) and numerous blog posts and articles published in Teacher Education Quarterly, Journal of Experiential Education, Edutopia, EdWeek, and others.

Emily J. Klein

Emily J. Klein is a professor at Montclair State University and Academic Co-Editor of The Educational Forum. She is currently co-PI on the WIPRO Science Education Fellows grant supporting science teacher leadership in New Jersey. The author of several articles and books on teacher professional learning, teacher leadership, and urban teacher residencies, her most recent book, A year in the life of an urban teacher residency, was published by Sense Publishers in 2015.

Catherine Gaynor

Catherine Gaynor is a graduate student in the Teacher Education and Teacher Development program at Montclair State University. While pursuing her degree, she teaches middle school science and serves as department chair. Her research and professional interests involve supporting teachers in offering equitable experiences to students in the science classroom.