Leading Professional Learning to Develop Professional Capital: The Saskatchewan Professional Development Unit's Facilitator Community

Drawing on data from a mixed methods study of the Saskatchewan Professional Development Unit's (SPDU) Facilitator Community, this paper highlights the potential of teacher-led professional learning in developing professional capital through engagement in teacher leadership. Analysis of survey,...

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Bibliographic Details
Published inInternational journal of teacher leadership Vol. 8; no. 1; pp. 26 - 42
Main Author Osmond-Johnson, Pamela
Format Journal Article
LanguageEnglish
Published California State Polytechnic University, Pomona 2017
Subjects
Capacity Building
Case Studies
Communities of Practice
Decision Making
Expertise
Faculty Development
Foreign Countries
Human Capital
Mixed Methods Research
Social Capital
Teacher Leadership
Canada
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Summary:Drawing on data from a mixed methods study of the Saskatchewan Professional Development Unit's (SPDU) Facilitator Community, this paper highlights the potential of teacher-led professional learning in developing professional capital through engagement in teacher leadership. Analysis of survey, interview, and observational data revealed the Community to be a powerful platform from which teachers extended their own individual skills (human capital), learned from and with each other (social capital), and used their collective expertise to lead the learning of their peers (decisional capital). Teacher leadership within the community is nurtured through a mentored model of gradual release designed to create an environment conducive to supporting organic and meaningful learning and growth experiences for its members. It is this same environment that serves as the platform for the development of professional capital.
ISSN:1934-9726
1934-9726