New Teachers Implementing Professional Practice Standards
The aim of this study was to document the impact of a professional learning intervention designed particularly for new teachers as they engage in career-long learning and meet expectations according to the Teaching Quality Standard (Alberta Education, 2018). Partners from a school authority joined faculty from the Werklund School of Education and professional learning facilitators from the Galileo Educational Network to engage in a research-practice partnership. A design-based research approach using quantitative (pre- and post-surveys) and qualitative data (artifacts of learning, field notes, classroom observations) were analyzed over one year. There were over 450 participants involved in the professional learning series. Findings from this research partnership study indicated new teachers were supported through the design-based professional learning sessions and this intervention had a positive impact on teacher learning and practice in relationship to the Teaching Quality Standard (Alberta Education, 2018). All teachers need the opportunity to establish professional learning networks inside and outside of their schools in order to connect with others and build a supportive professional learning network.
teacher induction, beginning teacher, Professional Practice Standards, professional learning, professional development, research-practice partnership
Brown, B., Roberts, V., & Beck, J. L. (2019). New Teachers Implementing Professional Practice Standards. Research Brief, Werklund School of Education, University of Calgary, Calgary, Alberta. 1-6.