The main purpose of this research study was to fill gaps in existing research on the comparative forms and qualities of learning that emerge from formal professional development and from more self-directed teacher teams. This research study also described the extent to which both align to recommendations for professional learning and the extent self-directed teams align with recommendations for detailed sharing and presentation of practice. Specifically, this research also shed light on the alignment of both professional learning and self-directed teacher teams activities to the challenges and needs described by teachers in relationship to meeting the increased challenges of the Common Core State Standards in Mathematics while using new curriculum resources. This research study used a qualitative methodology to understand the experiences of a sample of 4th grade teachers over a period of 7 months that were engaged in formal PD and also worked in collaborative self-directed teams. Two schools located in the Midwest United States were used as research sites to study the 4th grade teams at school. Primary data sources used in this study were participant interviews, survey, and recorded video observations. These sources were analyzed to create a descriptive story of both 4th grade teams. The video observations allowed the data from the surveys and interviews to come to life to create a thick description of both teams as responses from the survey and interviews played out in real life during recorded meetings. Initial findings from this study found two teacher teams that had a culture of trust and worked well together. However, their learning in formal PD did not appear to align with recommendations for formal learning experiences and did not align to their reported needs. While one team often used collaborative language to investigate the CCSS-M and supporting curriculum resources, the other team used student assessment data as the foundation for their self-directed learning while primarily using a closed conversation style. Both teams had members engage in formal PD experiences that were self-directed and initiated. These became a vital source of new learning for some members of the team. A finding from this research study was the development of the intersection of formal PD and self-directed teams through self-directed formal PD experiences. These learning opportunities were initiated by either the entire team or part of the team and had a strong impact. These experiences continued to permeate the discussion at team meetings and drove the agenda at multiple meetings. However, only the participants that continued with ongoing learning experiences from the self-directed formal PD had real changes within the classroom. Understanding the stories of these two teacher teams will add the current conversations on how school leaders may best support teacher learning, but specifically, mathematics learning, at the building level and what particular conditions and contributions interact with the efficacy of formal professional development and self-directed teacher teams.
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