The Thinking Focus Cohort

Exploring Teacher Perceptions of Customized Professional Development

Authors

  • Rachelle Bramlage-Schomburg Ohio Valley Educational Cooperative, Shelbyville, Kentucky, USA
  • W. Kyle Ingle University of Louisville https://orcid.org/0000-0001-7299-1403

DOI:

https://doi.org/10.5195/ie.2026.525

Keywords:

professional development, pedagogical practice, instructional coaches, teacher rounds

Abstract

In response to a lack of teacher-focused professional development (PD), a Kentucky school district developed and implemented its Thinking Focus Cohort (TFC), a customized professional development program that provides opportunities for training, coaching, and teaching rounds. We undertook a qualitative case study to determine if teachers perceived TFC positively and successful in changing the delivery of PD within the district. Participants identified specific pedagogical skills implemented because of TFC participation, which they perceived as leading to higher teacher self-efficacy and student efficacy. Participants described instructional coaches and teaching rounds positively, serving as catalysts for changes in teachers’ pedagogical practices and opportunities for teacher collaboration. We recommend that teacher needs should drive the foci of professional development rather than state mandates. Reticence to miss instructional time and the lack of sufficient substitutes served as potential barriers to participation.

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Published

2026-02-03

How to Cite

Bramlage-Schomburg, R., & Ingle, W. K. (2026). The Thinking Focus Cohort: Exploring Teacher Perceptions of Customized Professional Development . Impacting Education: Journal on Transforming Professional Practice, 11(1), 28–36. https://doi.org/10.5195/ie.2026.525

Issue

Vol. 11 No. 1 (2026): Regular Issue

Section

Research Articles from Dissertations in Practice

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Copyright (c) 2026 W. Kyle Ingle, Dr. Rachelle Bramlage-Schomburg

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