ABSTRACT
This chapter concerns research–practice partnerships as an approach to support longer and more significant uptake of instructional changes targeted in professional development for teachers. It starts off by outlining recent research that summarizes state-of-the-art on research–practice partnerships, before it goes on to outline the authors’ approach to research–practice partnerships in their own project, “A Research-Practice Partnership to Develop Math Professional Development Leaders and Build District Capacity”. The chapter explains two interconnected models used in that project that support the use of video: one for teacher learning and another for leadership development. The authors share how a thoughtful design of research–practice partnerships can contribute to build the capacity within the district to sustain the video-based professional learning models over time. They also discuss the benefits of a research–practice partnership from both a district perspective and a research perspective, before outlining some of the challenges encountered along the way in their project. The chapter concludes by discussing how working in partnership enhanced the role of video in their project.
