Transformative practices take root when school teams learn and plan together, especially with strong leader support.
Status: Completed December 2024
This study investigated the effects of collaborative learning during dedicated team time at a professional learning (PL) event on educators’ mindsets and practices. The research focused on educators attending UnboundEd’s Standards Institute™, using surveys, interviews, and direct observation to assess changes in self-reported transformative practices and the impact of team collaboration.
RESEARCH QUESTIONS:
- What is the critical mass of attendees that can ensure a commitment to change at the school or district level?
- How can we structure our professional learning events to best support school and district teams?
- What are the limitations of attending our professional learning events without a team and how can we still support those participants?
key findings:
- Educators who attended Standards Institute™ as part of a mixed-role team, including classroom teachers and instructional leaders, demonstrated a statistically significant increase in self-reported transformative practices.
- How teams utilized their designated collaboration time was significantly correlated with outcomes. Teams that engaged in activities like reflecting on key learnings, connecting learning to specific student needs, and creating shared implementation plans were associated with greater positive changes.
- School leaders play a crucial role in shaping the effectiveness of collaboration; encouraging and supporting collaborative practices may significantly amplify the benefits of PL.