Likewise, teacher knowledge is a complex process of growth and construction over time. We know that solely
providing teachers with information about new instructional strategies does not impact their instructional behaviors
(Richardson, 2003; Snow, Burns & Griffin, 1998). Professional development and collaboration can support teacher
knowledge refinement and improvement of instructional practice when it: (a) offers opportunities for active and
authentic learning, (b) is embedded in classroom practice, and (c) fosters collegiality and ongoing support (Bean &
Morewood, 2007; Borko, 2004; Guskey, 2000). One such widely embraced practice of professional development is
the collaboration with literacy coaches to support, improve, and sustain instructional change in the classroom
(Greene, 2004; Moran, 2007).
Methodology
Using a sociocultural lens, this case study examines the professional development activities, coaching
interactions, and initiative uptake of one teacher in comparison to her peers to explore the construction of deep
understanding over the four years. The study took place in a Pre K–6th-grade Chicago Public School on the northwest
side of Chicago, where the researcher was the external provider of professional development for four years. Plato
School (pseudonym) is situated in a working-class neighborhood, filled with first-generation Mexican Americans. The
demographic information is drawn from the final year of the study: 881 students; 92% of Latino origin, 91% lowincome status, and 36% are limited-English proficient. In the 2005 Illinois State Achievement Test (ISAT) test-score
data, 56% of 3rd-grade students, and 55% of 5th-grade students met or exceeded state reading standards (Chicago
Public Schools, 2007). In 2007, the principal had been the leader of this school for 13 years.
In response to a district initiative, Plato school began a long-term commitment to professional development
and classroom coaching in the use of the questioning com