A Methodological Approach to Designing a Theory: The Journey of the Four Zone Professional Learning Model

Abstract

The Four Zone Professional Learning Model is a practical, comprehensive approach to striving towards equity through professional learning within gifted education programs. Grounded in equity literacy and funds of knowledge frameworks and based in best practices in culturally responsive gifted professional learning, the zones address the knowledge and skills necessary for proficient teachers of the gifted through the process of systemic change. The model was designed and developed over several years utilizing the plan-study-do-act action research model. This article discusses the methodological evolution of the model, the research and theoretical frameworks in which it is grounded, and future implications.

Perceptions of a Gifted Coordinator on University/District Collaboration Providing Culturally Responsive Gifted Professional Learning: A Phased Analysis of the Four-Zone Equity-Driven Model of Professional Learning

“…Jane observed an increase in her GRTs knowledge of cultural characteristics of students. This led to increased advocacy and increased numbers of identified minoritized youth, a projected outcome of the Four Zone Equity Driven PL model (Novak & Lewis, 2018, 2022).…”

“…Dempster (2001) concluded with a suggestion: “balancing system interests with personal interests and the interests of students, staff and parents, can be achieved by groups of principals or professional collectives and alliances setting and delivering their own professional development agendas” (p. 20). Engaging with GT teachers and administrators, advocacy groups, and the gifted community within the district is a recommended practice in equity-driven professional learning (Novak & Lewis, 2022). This study uses Dempster’s theoretical model as it connects to existing scholarship, grounded in research in professional learning of leadership, and has both systemic and personnel foci.…”

“…This is a subset of a larger study implementing aspects of the authors’ professional learning model (Novak & Lewis, 2018, 2022). The full study proposed providing ongoing, targeted professional learning in culturally responsive and equity focused gifted topics for GRTs, who were then asked to turnkey this PL on to teachers in their individual schools in informal or formal ways (e.g., from water cooler conversations to using the same materials during a faculty meeting).…”

“…Future-focused PL should incorporate knowledge of cultural characteristics of marginalized student populations without further creating an otherness by dividing the characteristics lists by traditional and nontraditional (Novak, 2022). Future-focused PL should include effective instructional practices that are equitable and culturally responsive for each gifted and talented learner—identified or not yet recognized formally—who may be served in the district (Novak & Lewis, 2022). It is crucial that one does not limit the training to talking about meeting the needs of those students qualified through the identification system.…”

“…The Four Zone Equity-Driven Professional Learning model (4ZEPL) is a practical model to address the need for equity within the field of gifted education (Novak & Lewis, 2022). This practical model embodies the best practices in professional learning: sustainability, future-focused, practitioner-oriented, challenging, collaborative, and relevant to the audience (EESA, 2015).…”