Researchers: Dr. Khym Goslin (UPEI Faculty of Education), Mr. Derek McEwan (Principal), Ms. Anne Hall (Leader of School Development), & Dr. Tess Miller (UPEI Faculty of Education, consultant role)

Research Summary: PEI's Eastern School District will be opening a new Grades 4–6 school to complement and extend the services of the existing Glen Stewart School, in Stratford. Inherent with such change is the opportunity to establish and enhance a culture of professional learning and collaboration. This joint project involving the staff of the new school, the UPEI Faculty of Eductaion, and the Eastern School District will focus on how systematic facilitation of resources can advance a professional culture of learning that is sustainable.

This project is best described generally as a case study of one school's experience during its inaugural year. The overarching question the project will investigate is What is the impact that a systematic and stretegic approach that supports and enhances teachers' professional capacities in developing a shared and coherent curriculum on the teachers' practices which guide and direct student learning?

Methodology: This project will use a mixed methodology including action research, focus-group interviews, and questionnarie analysis. Approximately 25 teachers assigned to the new school and 25 pre-service teachers (completing their fourth practicum at the new school in winter 2011) will be involved in this study.

Significance/Future Use: Succinctly, the need for this research responds to a call by scholars to establish a professional learning culture within schools (DuFour & Eaker, 2000), the need to focus improvements in professional practices (Danielson, 1996), and the need to improve pre-service teacher practices that interface with the authentic school experience (Hiebert, Morris, Berk, & Amanda, 2007). All of these needs are reflected in the context of this specific case which will be attempting to establish a positive professional learning organization that focuses on enhancing existing teachers' professional practices through actively and critically examining their curriculum.