How K-12 Teachers of Science Experience a Vertically Articulated Professional Learning Community

Abstract

This qualitative case study of 20 teachers enrolled in a two-year fellowship, examines the professional development of science teachers during participation in a professional learning community. Our professional development model specifically employs vertical teaming of teachers from elementary, middle, and high school levels to examine the progression of science content in K-12 classrooms. We describe science teachers’ perspective on how vertically aligned groups supported their professional development. Through qualitative analysis of five data sources, we found that the fellows showed increased appreciation for vertical articulation of science content in grades K-12 and attributed their professional growth to the experience of working with teachers at diverse grade levels. These findings have implications for professional development as it relates to NGSS.