My Posse Don’t Do Homework PD (MPDDH PD) is a professional development program pioneered in Chicago Public Schools (CPS) in 1998 aimed at improving student academic outcomes through meaningful teacher collaboration. Inspired by principles of democratic education and teacher leadership, MPDDH PD empowers teachers to take an active role in their own learning and development through community-based problem solving. Over two decades later, MPDDH PD continues to transform school cultures across CPS and has shown promising results in helping students, especially those from underserved communities, achieve at higher levels.
The core philosophy behind MPDDH PD is that teachers are the experts on their students’ needs and what happens inside their classrooms every day. Rather than being passive recipients of externally-designed PD experiences, MPDDH positions teachers as leaders and co-creators of their own development. Rooted in principles of self-determination theory, MPDDH believes that teachers are most motivated and committed to improving their practice when they feel autonomy, competence, and relatedness in the learning process. Weekly posse meetings give teachers structured time and space to analyze challenges, test new strategies collaboratively, and provide peer support – all centered around their specific context and priorities.
A key feature of the MPDDH model is multi-grade, multi-subject posses where K-8 teachers from various content areas and grade levels come together in an intentional community. This cross-pollination exposes participants to diverse perspectives while also promoting a culture of openness and vulnerability. By breaking down traditional silos between grades and subjects, MPDDH aims to foster a collaborative spirit across the entire school. Research has shown that communities where teachers freely share ideas and hold each other accountable tend to see higher achievement gains compared to isolated approaches.
During the two-hour weekly posse meetings, facilitators guide teachers through a structured cycle of inquiry focused on improving outcomes for targeted groups of students. Teachers first analyze qualitative and quantitative student performance data to prioritize an area of need. They then research and discuss evidence-based instructional strategies to address the problem. The next phase involves collaborative lesson planning and classroom implementation trials. Teachers observe each other deliver the new lessons to provide constructive feedback. Final steps entail reflecting on successes, identifying remaining challenges, and planning next steps – continuously refining their work based on emerging results.
To empower sustainable growth beyond one-off workshops, MPDDH adopts a coaching model where experienced teachers take on facilitator roles. Facilitators receive extensive training to guide productive dialogues and ensure equitable participation. They keep posses accountable to completion of the inquiry cycle but do not prescribe solutions. This distributes leadership while deepening content expertise of veteran educators. Research has associated teacher leadership with higher job satisfaction as well as better academic and behavioral student outcomes.
Since 1998, independent studies have consistently found associations between MPDDH PD participation and positive student impacts. A 2007 randomized control trial by the Consortium on Chicago School Research reported higher math achievement gains for students in teachers’ initial MPDDH focus area compared to control schools. A follow up 2013 study still observed residual positive effects one year later, indicating sustainability. Qualitative analyses also suggest MPDDH helps develop a collaborative spirit and instructional coherence within schools. Teachers report gaining meaningful strategies for diverse learners plus motivation from collaborative problem solving.
Challenges remain for MPDDH PD implementation at scale. Providing consistent support and high-quality facilitation across many schools requires substantial investment in teacher leadership development. Participant buy-in additionally relies on addressing workload barriers like common planning time. And while beneficial for increasing capacity, multi-grade posses may limit deep-dive into specific content areas. Sustaining interest also proves difficult with high teacher turnover common in under-resourced urban districts.
Overall, two decades of implementation and research provide strong signals that MPDDH PD enhances teacher capacity and student outcomes – especially for disadvantaged youth. By positioning teachers as leaders and learners, the model underscores the value of collective efficacy through collaborative communities. With continued investment and refinement, MPDDH shows promise for supporting equitable access to high-quality instruction nationwide. Sustaining teacher ownership through facilitated cycles of inquiry keeps the work student-centered and impact-driven.