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STRIDES TOWARDS EXCELLENCE


Linda Noel-Batiste, Ph.D. Assistant Professor of Educational Administration and Supervision at Virginia State University in Petersburg, Virginia


lnbatiste@hotmail.com


Tiffany N. McQueen Graduate Student at Virginia State University


tntoledo@gmail.com


Transforming Instructional Practices through Teacher-Directed Collaborative Conversations


Background Information The idea for this article emerged from the responses and work of graduate students enrolled in the master’s program in Educational Administration and Supervision at Virginia State University in Petersburg, Virginia. Synthesizing information from their course discussions, observations, peer coaching experiences, informal questionnaires, action research projects, and our experiences as former teachers and administrators, we developed a conceptual framework for transforming instructional practices through teacher-directed collaborative conversations, including the methods used to accomplish this.


Introduction Engaging teachers in change-oriented professional development can sometimes be a hit or miss experience in this current high-stakes testing climate. Far too often, professional development has been relegated to a one size fits all approach with little attention being given to teachers’ individual and collective developmental needs. Historically, a one size fits all approach has contributed to teachers becoming increasingly disconnected from most professional development activities. If we want teachers to deepen their knowledge of


Spring 2011 Vol. 8 No. 1 Virginia Educational Leadership 27 Kimberly.Nunnally@VBSchools.com


Kimberly Nunnally, Ed.D. School Administrator in the Virginia Beach Public Schools System


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