Summer 2023      Volume 51, Number 3

Professional Development: How Can It Best Be Delivered?
By Bridgot L. Loesch

Document: Article  

Introductory Paragraph:  In this article, one particular model of PD provided to teachers as a part of Reading Recovery, a well-known intensive reading intervention program, will be explored. It is important to note that the efficacy of this program in improving outcomes for students is not being explored here. Instead, the sole focus is the PD model it follows. First, the PD model followed by this program will be described. The description is based upon the program’s PD philosophy as detailed in Lyons et al.’s (1993) text, Partners in Learning: Teachers and Children in Reading Recovery, Reading Recovery’s Standards and Guidelines (Reading Recovery Council of North America [RRCNA], 2017), and this author’s personal observations of the model in action.Then, the results of an exploratory quantitative study examining teacher beliefs about this embedded PD program will be shared. In this study, the degree to which teachers believe their experiences reflect the attributes of effective PD, their satisfaction with the PD, and whether or not teachers believe their instruction has been transformed as a result of these experiences was investigated. Finally, the potential of expanding this model to broader groups of teachers is discussed.

DOI:  https://doi.org/10.33600/IRCJ.51.3.2023.14

Page Numbers:   14-24