ABSTRACT
This chapter describes a partnership that is set out to address two connected problems of practice: curricula that rely on rote practices and top-down reform efforts delivered to teachers using outdated professional learning models. It approaches these problems of practice by employing a co-design model for developing a project-based learning curriculum for ninth-grade English language arts. The chapter explores how the organization of co-design processes affected teacher engagement in the co-design process and ultimately adaptation and uptake of the products produced. It recognizes the need for the team to collaboratively identify goals and for team members to feel individual responsibility to work toward those goals. The chapter elaborates the ways to surface and honor diverse expertise within co-design teams, through configurations and practices that encourage broad participation in persuasive dialogue.
