Lynsey Gibbons
A deep respect for teachers and students drives the work of Dr. Lynsey Gibbons, who is a teacher educator and researcher in the School of Education at the University of Delaware. Her scholarship seeks to understand how teachers can be provided with rich opportunities to learn how to teach in ways that respond to children’s brilliance and position them as capable sensemakers. In her research, Gibbons seeks to explore teacher learning through an organizational and systems perspective with special attention to professional learning routines, the roles of instructional leaders such as principals and coaches, and the role of coherent learning events that occur within the system. She works alongside teachers to understand the interrelation of their instructional practices and school-wide efforts to support them. To that end, she has published articles and books related to designing for, facilitating, and examining teacher learning; specifying the practices of those who support teacher learning; and identifying tools and resources to support instructional leaders and teacher educators.
All Articles
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Professional learning lays the foundation for new curriculum
Many educators are familiar with the concept of “building the plane while flying it” because we often have to learn new curricula and instructional practices while we are implementing them with students. But what if we could do it another way? How would instruction and student learning improve if we […] -
The Sandwich Strategy
Teachers are regularly asked to use data to inform their instruction. In the past, teachers examined student work in isolation (Little, Gearhart, Curry, & Kafka, 2003). Now, however, teachers increasingly have dedicated meeting times. So how can teachers collaboratively examine student work and use their findings to improve instruction? A […] -
Talk That Teaches
Imagine having opportunities for teams of educators to come together regularly to engage in rich conversations about teaching — conversations so rich that they address problems of practice and support educators to learn on the job (Little, 2002). The instructional leadership team — principals, coaches, and other school leaders — […]
