Brown, BarbaraRoberts, VerenaBeck, Jaime L.2019-10-072019-10-072019-10-04Brown, 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.http://hdl.handle.net/1880/111144The 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.engUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.teacher inductionbeginning teacherProfessional Practice Standardsprofessional learningprofessional developmentresearch-practice partnershipreport10.11575/PRISM/37202