Psychometric properties of the design-based professional learning for teachers survey

Supporting New Teachers as Designers of Learning

“…DBPL is described as a commitment and scholarly activity with a cohort of teachers as a professional learning community to engage in a continuous process of designing learning tasks and analyzing evidence-based work with peers during and between sessions [9]. It is important to continually examine evidence of student learning and design alongside colleagues, as this process can help teachers continually adjust and improve teaching practice [9][10][11]30]. In other words, the design process begins during the professional learning sessions and continues between each session.…”

“…These models of professional development have historically seen an outside expert coming in to provide educators with knowledge, and then leaving the work of implementing that knowledge up to the educators. However, models of professional learning that position the teachers themselves as experts, and provide a framework for inquiry and learning that teachers can use to guide their own growth, have been shown to be more effective in supporting ongoing teacher growth [9]. In addition, these models of professional learning have also shown how collaborative inquiry and reflection can support educational reform [30][31][32].…”

“…Teaching is approached as a design science [38]. As noted by [9], design-based professional learning involves continuous cycles of teachers designing learning tasks and analyzing evidence-based work with peers during and between sessions. At the same time, a team of researcher-practitioners facilitates the cycles and continually gather and analyze data to keep informing the ongoing design of the professional learning.…”

“…Data were continually gathered and analyzed over a one-year period to inform the ongoing design of the professional learning intervention. A pre-and post-survey incorporated four of the competencies outlined in the professional practice standards that were connected to designing learning and used similar items and question types from a validated DBPL instrument [9]. The survey was administered to new teachers at the beginning of the series and repeated again at the end of the series.…”

“…Using a proven design-based professional learning (DBPL) intervention [9][10][11], the partners in this research project organized a design-based professional learning (DBPL) series for new teachers as a place and space to come together to connect and collaborate to strengthen four competency areas articulated in the Teaching Quality Standard [8]: Competency 2: Engaging in career-long learning, Competency 3: Demonstrating a professional body of knowledge, Competency 4: Establishing inclusive learning environments, and Competency 5: Applying foundational knowledge about First Nations, Métis, and Inuit for the benefit of all students. Design-based approaches to professional learning have, at their core, a focus on the enactment of professional knowledge in practice [12,13], and have been shown to be effective in supporting the professional learning of more veteran teachers.…”