Lesson Study Model of 4-H Professional Development: Data-Driven Improvements to Educator Practice

Abstract

Educator professional development in the 4-H Youth Development Program needs improvement. Lesson study, an iterative and educator-centered approach to professional development, has proven to be effective in school-based settings; however, research on the model in youth development programs is limited. The present study investigated the use of lesson study with professional Cooperative Extension staff, adult 4-H volunteers, and teenage 4-H volunteers in different 4-H contexts in 3 state programs. Findings revealed improvements in educators' data-driven decision-making, content knowledge, lesson planning and implementation, and social connections across all contexts. To work effectively within the 4-H context, however, some adaptations to the model were necessary.

Identification of Priority Skill Areas for Volunteer Professional Development

“…Volunteers wanted continuous education and expressed preferences for both online and in-person methods of receiving training. These reform-based approaches of volunteer professional development have been shown to be more effective at improving practice than one-time, expert-led workshops (Schmitt-McQuitty et al, 2019;Smith & Schmitt-McQuitty, 2013). Yet, the prevailing approach to 4-H volunteer professional development is single episode, expert-led workshops and conferences (Kalson et al, 2005;Senyurekli et al, 2006;Smith et al, 2004;Smith et al, 2017).…”