ABS 437 - Design-based professional learning with mid-level teacher leaders

This one-year design-based research study involved 339 teacher leaders in elementary and junior high schools from one school district in Alberta involved in design-based professional learning. The research team found mid-level teacher leaders engaged in ongoing design cycles can influence school improvement through continually sharing evidence of learning from both students and teachers with each other. The findings suggest design-based professional learning supported by a collaborative team of researchers and professional learning experts requires a continual focus on using evidence as an indicator of growth and for building adaptive versus routine expertise.