Chapter 8: Using GESA with Practicing and Preservice Teachers to Work Toward Equity in a Professional Development School

Higher education faculty and practicing and preservice teachers at Lanigan Elementary Professional Development School participated in activities related to the GESA (Generating Expectations for Student Achievement) professional development program, focusing on teaching behaviors identified as “areas of disparity” to be addressed in classrooms concerned with equity.

This chapter describes the features of GESA, narrates the institutional history leading to its implementation, and compares experiences of preservice and practicing teachers. Findings suggest that the PDS environment allows for trust building, authentic learning in study groups, and collaboration between teachers, with resulting changes in teaching behavior that often leads to greater academic achievement for all students.