Research that impacts and guides EMMA's work 

Mainstream Professional Learning: Change teacher practices and improve student outcomes

Desimone, Laura M. (2009) - Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

• Conceptual framework-Critical features of PD

• Content focus; active learning; coherence; duration; collective participation.

Johnson, Carla C. & Fargo, Jamison D. (2014) - A Study of the Impact of Transformative Professional Development on Hispanic Student Performance on State Mandated Assessments of Science in Elementary School

• Transformative professional development

• Culturally relevant pedagogy; effective teaching strategies; community building; relationship building; supportive cultures for learning [Built on research pillars of PD (Desimone): content focus; active learning; coherence; duration; collective participation]

Darling Hammond, Linda et al (2017) - Effective Teacher Professional Development (Learning Policy Institute) 

• Content focused; Active (adult) learning; Collaboration; Job embedded contexts; Use of models and modeling; Coaching; Feedback and reflection; Sustained duration

Lotan, Rachel A., Burns, Dion (2019) - The Instructional Leadership Corps: Teachers Leading Sustainable Professional Learning in Their Communities

• Teachers teaching teachers

• Instructional shifts (Common Core)

• Iterative process

• Multiple PD workshops

• Teacher designed changes in classroom practice; opportunities to reconvene; reflect; refine efforts.

• Provide support and modeling; analyze real world results from new practices; student work samples; refine approaches.

Powell, Cathy G., Bodur, Yasar (2019) - Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework

• Online Teacher PD (OTPD)

• Addressing teachers PL needs to solve actual problems to promote ownership; relevancy; usefulness.

• Interaction and collaboration.

• Learning communities.

• Multiple forms of interaction.

• Feedback and synchronous discussions;

• Authentic tasks and activities reflecting their context;

• Reflection.

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Critical Professional Learning (Organizational strategies) aimed at disrupting inequality; liberatory transformation
Kohli, Rita et al, (2015) - Critical Professional Development: Centering the Social Justice Needs of Teachers

• Process of reflection (praxis); Needs based professional learning; Provocative cooperative dialogue; Unity among the stakeholders (Collaboration); Shared leadership among stakeholders. 

Alfaro, Cristina and Hernandez, Ana M, (2016) - Ideology, pedagogy, access and equity (IPAE): A critical examination for dual language educators

• IPAE: Ideological clarity; pedagogical clarity; access for all; equitable spaces.

Stacy (2020) 

• Immersive PD conducted in Spanish (honoring their linguistic capital); center teachers sociocultural realities and community cultural wealth; centering issues of race, language, and power.

• General schedule: circulo, language instruction, modeling of critical pedagogy, and application.

• Circulo: a space for learning about each other; to see each other; acknowledge their humanity.  

Hernandez, Ana M. (2022) - Enacting Asset-Based Approaches for Critically Conscious Dual Language Teachers: The Administrator's Role in a Professional Learning Community

• Learning about students’ assets framework (Liderazgo: valuing students’ cultural and linguistic assets; building on previous knowledge; caring learning environment; exercising bilingual leadership.

• PL Learning cycle: Voices from the field (pre-post surveys); examination of teachers’ critical consciousness; collaboration; advocacy & relationships; active learning & planning; teacher action research; reflection and next steps.

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Critical Professional Learning (Micro level strategies)
Palmer, Deborah, Cervantes-Soon, Claudia , Dorner, Lisa and Heiman, Daniel (2019) - Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education

• 4 elements of CC: Interrogating power (equity audits); Critical listening; Historicizing schools; Embracing discomfort.

Stacy (2020) 

• Community circles; literature circles; humanizing practices (authentic dialogue, hands on experiences, reflection). 

• Circulo rules: respeta la pieza de hablar; habla desde el corazon; escucha desde el corazon; habla con respeto; diga lo suficiente; honra la privacidad; se lo major que puede ser.

Hernandez (2022)

• Archeology of self; Wordle activity;

Hesse (2023)

• Testimonios; critical conversation;

Valdez (2023). 

• PLC critical policy analysis process: identify/notice; dialogue; envision; act and reflect.