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1. Collaborative Teacher
Development
Book Studies
By: Jennifer Hillman

2. Collaborative Teacher Development
Common Types
• Teacher Study Groups
• Whole Faculty Study Groups
• Book Studies
Why is collaborative teacher development important?
Engaging in collaborative activities can lead to positive effects on
collaboration, teaching, and schooling in general. (Levine and
Marcus, 2010)

3. Book Studies
• Great for small groups of teachers
• Promote conversations among school
professionals
• Greater understanding leads to application
and refining of skills
• May focus on teaching practices, changes,
or challenges
• Follow Phi Delta Kappa Educational
Foundations 5 steps to establish book study.

4. Step 1: Form Book Study Group
• Participation should be voluntary and
inclusive
• Seek out potential members
• Meetings should be less than an hour
• Have consistent meeting time and
location

5. Step 2:Choose a Book and an Objective
• Book selected should support the
objective of the group
• Members can bring book suggestions

6. Step 3: Decide How to Read the Book
• Reading can be divided by chapters or
sections
• Should meet twice per month to keep things
fresh
Book Study
3:00
Library
Book Study
3:00
Library

7. Step 4: Read and Discuss the Book
• Discuss and analyze book and how it relates
to the classroom
• Opportunity to share thoughts, ask questions
and learn from others
• Participants may want to use a journal and
bring to meeting

8. Step 5: Evaluate the Book & Plan for Future
Book Study
• What do we do with this information?
• Should others read this book?
• What follow-up or support will be needed?
• What data can we use to examine the
impact on learning?
• What other books on this topic might be
helpful?

9. Role of the Principal
• Set aside time for the book study group to meet together
• May use faculty meeting time instead
• Promote book study by having teachers share
• Enlist parent support to obtain books
• Create a inviting space for teachers to meet

10. Creekside Middle School, located in an
urban area of Georgia, began book studies
to address the changing and sometimes
challenging needs of its students. Students
were unmotivated to learn, leading the
administrator to seek out resources that
would assist teachers. The administrator
began reading Teach Me: I Dare You
and thought it could be a source of
guidance for teachers at his school.
Teachers began meeting with the principal
on a voluntary basis for a book study.
Because of its success the school began to
offer multiple book studies for teachers to sign
up for one they want to read.
Book Study Success
Zepeda, S.J. (2012). Professional Development: What Works. Larchmont, NY: Eye On Education