The adage, "The only constant is change," is often used to describe the state of perpetual reform in schools.  While some change can be good, constant change can create challenges to the teaching profession (Fung, 2012).  While much must be done to combat instability (Payne, 2008), it is also necessary to better prepare teachers to cope with change. This requires “adaptable expertise,” the ability to excel in both routine and unpredictably shifting conditions (Clark & Feldon, 2008).  Developing the robust ability to be adapters (Brown, 2004) in these environments, we argue, is a central component for success and longevity in the field of teaching.<br/> <br/>This presentation will highlight several key characteristics from effective professional development programs that involve robust partnerships with higher education institutions.Key characteristics of these programs include: (1) long-term teacher participation; (2) sustained relationships with mentors and peers; (3) equal emphasis on constructing knowledge and applying/refining knowledge in classroom practice; (4) adaptable instructional resources that are open-ended enough to encourage flexible use but structured enough to support fidelity of implementation (Brown, 2004); (5) emphasis on sound reasoning over “correct” solutions; and (6) a professional learning community that reinforces shared personal and professional values that remain stable despite external change. We will trace teacher experiences with these programs, underscoring connections to program elements, especially the use of the chemistry education research literature, and share thoughts about why these elements may be supporting results and longevity in the profession.<br/>

Teachers as species: Survive, interact, adapt, and thrive

251st National Meeting (2016)

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