“Balancing the experiential and the theoretical”: lessons for sustainable university professional development led by expert practitioners for in-service learners

Universities can play an important role in delivering high-quality social and emotional learning (SEL) through continuous professional development (CPD). Insufficient attention has been paid, however, to the incorporation of practitioners (as instructors) and in-service educators (as students) into graduate-level credit-bearing coursework at universities. In Fall 2023, a course was created for PK-12 in-service educators and taught by university-appointed expert practitioners. We sought to understand the challenges and strengths related to instructors delivery of CPD in the university setting. We collected data via two focus groups (N = 11) with instructors, then qualitatively analyzed transcripts and supplemental documents. Challenges included the constraints of a pre-designed/approved course, limited opportunities to expand upon traditional approaches (e.g. equity considerations), and navigation of university policies. Strengths included utilizing instructor expertise and committing to create a culture of support. Findings provide insights into the opportunities and challenges for designing university-mediated CPD that highlights practitioners expertise. Learning in university settings can leverage practitioners expertise to address the specific needs of PK-12 in-service educators. Addressing the challenges and strengths related to university instruction of PK-12 in-service educators could have lasting implications for sustained CPD delivery, capacity building in schools, and in the usage of CPD, advancing SEL statewide.