The Collaborative Professional Learning Cycle (CPLC): implementing a voice and choice approach to teacher professional development

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Tina M. Lupton (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Craig Peck

Abstract: Existing research consistently supports the idea that there are 5 effective practices in professional development for educators. However, there is limited research pertaining to the utilization of co-teaching as an effective practice of professional development. The purpose of this study was to design and implement a process of professional learning that incorporates co-teaching and allows teachers to have voice and choice in professional development and to investigate the effects of this implementation. Through reviewing research on professional development practices, various professional development models, district impact on professional development, and democratic practices, I was able to create a professional learning model. What I call the “Collaborative Professional Learning Cycle” (CPLC) focuses on the needs of teachers where professional learning happens with instructional coaches as outlined by the needs of teachers. The 5 components of a Collaborative Professional Learning Cycle are: (a) Identify the problem, (b) Research, (c) Plan, (d) Implement, and (e) Revise/Reflect. In order to put my model into action, I implemented the CPLC with two sets of instructional coaches and teachers. I used 2 elementary general education classroom teachers and paired them with 2 district level instructional coaches. The school is a rural Title I school with 18 classroom teachers. The school serves approximately 370 students. I received interest from 12 of the 18 eligible staff members. While implementing the Collaborative Professional Learning Cycle, I investigated what participants experienced during the CPLC and its different phases and components. I also examined whether participating in the CPLC caused the teachers’ instructional practices to change. To gather data during implementation, I used the Instructional Quality Assessment (IQA), individual interviews, participant observation, and individual surveys. I analyzed this data using Spradley’s (2016) coding process. The findings from my study of implementation of the CPLC confirmed that teachers are eager to have a different modality of professional development. The Collaborative Professional Learning Cycle is an approach to professional development that can meet the needs of teachers because it is continuous, collaborative, and intentional. The study also showed that this approach to professional development can cause change in a teacher’s instructional practices and motivate teachers to implement new strategies. As a result of implementation of CPLC, coaches were inspired to continue using this kind of professional development to provide teachers with coaching and instruction that is aligned to a teacher’s needs.

Additional Information

Language: English
Date: 2019
Collaborative, Co-teaching, Implementation, Professional Development, Professional Learning, Professional Learning Communities
Professional learning communities
Team learning approach in education
Teachers $x In-service training
Teaching teams

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