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Professional Development Partners

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Professional development partners.pdf (61.85 KB)

Date

2017-05

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University of Calgary

Abstract

Professional development is integral for improving teaching and learning. This paper highlights research from a mixed methods study on the potential impact of a partnership providing teacher Professional Development (PD) at a school in Southern Alberta. In this paper, three main findings will also be discussed: (a) scheduled time for PD; (b) a culture of pressure and support; (c) changes in teaching practices. This research is valuable for leadership and those considering innovative ways to provide PD through partnerships.

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partnerships, professional development, sustained, Canada, K-12

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http://hdl.handle.net/1880/52119

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The University of Calgary, located in the heart of Southern Alberta, both acknowledges and pays tribute to the traditional territories of the peoples of Treaty 7, which include the Blackfoot Confederacy (comprised of the Siksika, the Piikani, and the Kainai First Nations), the Tsuut’ina First Nation, and the Stoney Nakoda (including Chiniki, Bearspaw, and Goodstoney First Nations). The City of Calgary is also home to the Métis Nation of Alberta (Districts 5 and 6).

The University of Calgary is situated on land Northwest of where the Bow River meets the Elbow River, a site traditionally known as Moh’kins’tsis to the Blackfoot, Wîchîspa to the Stoney Nakoda, and Guts’ists’i to the Tsuut’ina. On this land and in this place we strive to learn together, walk together, and grow together “in a good way.”