This study examined the impact of a university–school partnership professional development (PD) model designed to help Florida K–12 educators meet the state's new 40-h reading instruction requirement for recertification. The initiative aimed to deliver accessible, evidence-based, and discipline-relevant PD through a fully asynchronous online course focused on differentiated reading instruction.
A mixed-methods design integrated quantitative and qualitative data from 22 participants (14 matched pre/post) in a large Florida district. Quantitative data from Likert-scale surveys were analyzed using the Wilcoxon signed-rank test. Qualitative responses were thematically coded to identify participants' experiences of relevance, flexibility, and credibility of partnership.
Results showed statistically significant improvements in understanding differentiated reading instruction (p = 0.001), awareness of reading strategies (p = 0.002), confidence in implementation (p = 0.003), preparedness to integrate strategies (p = 0.004), and knowledge of assessing reading needs (p = 0.018). Qualitative findings highlighted the PD's relevance, time flexibility, and perceived university credibility.
The small sample size and single-district context limit generalizability. Participation was voluntary, introducing potential self-selection bias among teachers already motivated or comfortable with online learning. Findings rely on self-reported survey data, which may be influenced by response bias. Because the PD was fully asynchronous, the study could not account for variations in participant engagement or implementation. Additionally, the short pre/post timeframe did not allow examination of long-term changes in instructional practice or student outcomes. These limitations suggest caution in extending the results beyond similar district contexts and short-term professional learning experiences.
The findings suggest that asynchronous, collaborative PD is a scalable and cost-effective approach for fulfilling mandated professional learning without compromising quality or teacher autonomy.
This study demonstrates how asynchronous, partnership-based PD can effectively meet policy mandates while supporting authentic professional learning. The model underscores the potential of university–district collaborations to enhance accessibility, teacher engagement, and instructional capacity in literacy.
Introduction
Faculty from a small, private college in Florida partnered with one of the state's largest local school districts to design and offer a free reading course for practicing teachers seeking recertification. In Florida, teachers renewing their certificates must complete professional learning equivalent to 40 in-service points focused on reading instruction, including concepts aligned with the science of reading. Recognizing that many teachers face financial and logistical barriers to completing these requirements, the college created a no-cost, accessible option that would support teachers while strengthening the school–university partnership.
Building on our long-standing partnership with one of the state's largest school districts, our collaboration has evolved from traditional intern placement planning to a more integrated, systems-level approach to educator development. Together, we coordinate practicum and internship placements across multiple schools and have recently launched an embedded Educator Academy within a district high school to strengthen the pipeline into teaching and provide rich, clinically based experiences for preservice candidates. In the course of this work, we identified a pressing need among in-service teachers seeking recertification, particularly those required to complete a state-approved reading course. Historically, these teachers have had limited pathways, typically choosing between district-sponsored professional development or enrolling independently in a university course, options that can be misaligned with classroom realities, difficult to access, or financially burdensome. Our partnership sought to address this gap by co-designing a more flexible, practice-centered approach that leverages the strengths of both the district and the college.
This initiative is situated within a robust body of scholarship on school–university partnerships and Professional Development Schools (PDS), which positions such collaborations as vehicles for the “simultaneous renewal” of P–12 schools and teacher education programs (Goodlad, 1994). The Holmes Group's seminal work on PDSs argued that school–university partnerships should function much like teaching hospitals, sites that integrate the preparation of new professionals, ongoing professional learning, and the systematic study of practice (Holmes Group, 1990). Subsequent scholarship has documented how PDS and related partnership models can improve student learning while also enhancing preservice preparation and in-service professional development through inquiry-oriented, collaborative work (Carpenter, 2012; Darling-Hammond, 1998; Teitel, 2004). More recent reviews similarly highlight school–university partnerships as powerful structures for changing teaching and learning practices and for aligning teacher education with the complex demands of contemporary classrooms (Hunt & Carlsen, 2014; Sarmiento-Márquez, 2023; Zhou, 2025). Emerging work also points to their potential in addressing persistent challenges such as teacher shortages and uneven access to high-quality professional learning in high-need schools (Little, 2024; Lee, 2024). Building on this literature, our project extends the function of an existing school–university partnership beyond initial teacher preparation to explicitly meet recertification needs, specifically, the required reading course, through a model that is embedded in teachers' day-to-day practice and aligned with district and state priorities.
Recent national data underscore the urgency of improving literacy outcomes and the complexity of reading instruction reform in the United States. The 2022 National Assessment of Educational Progress (NAEP) reported that only 61% of U.S. fourth graders and 68% of eighth graders performed at or above the Basic level in reading, with overall scores declining three points since 2019 (National Center for Education Statistics (2022), Preliminary 2024 results revealed continued stagnation—no state showed statistically significant gains in reading achievement (National Assessment Governing Board, 2024). Between 2022 and 2024, Florida's grade 4 average reading score fell from 225 to 218, and grade 8 from 260 to 253, (Florida Department of Education, 2024). Despite slight year-to-year gains on the state's own assessment system, Florida's 8th-grade NAEP reading scores currently rank 44th nationally (Florida Education Association, 2025). Simultaneously, debates over the Science of Reading (SoR) have reshaped literacy policy and practice nationwide. Proponents emphasize that explicit, systematic phonics instruction grounded in cognitive science provides the most robust evidence for effective reading instruction (Shannahan, 2023; Wexler, 2023), while critics caution that the Science of Reading movement may overemphasize decoding and overlook comprehension, language development, and disciplinary literacy (Thomas, 2022, 2023). Many states, including Florida, have enacted legislation mandating “evidence-based reading instruction” (Scwartz, 2023; Albert Shanker Institute, 2025). In effort to remedy the current situation, Florida enacted a recent policy change placing new emphasis on evidence-based reading instruction as a central component of teacher professional learning and certification renewal. The Florida Department of Education (FLDOE) now requires all educators to complete 40 hours of professional development in reading instruction as part of the state's recertification process. These 40 hours represent one-third of the total hours required over a five-year period to renew teaching certification. This new mandate aims to ensure that all Florida educators, regardless of their subject area or grade level, can support the development of student literacy across the curriculum, with focus on evidence-based instructional strategies, including phonological and phonemic awareness, decoding, fluency, vocabulary, comprehension, and differentiated reading instruction for students with diverse needs (Florida Department of Education, 2018). While well-intentioned, the requirement has raised concerns among K–12 educators regarding time demands, relevance, and accessibility of required training. Research continues to show that district-provided professional development is frequently generic, compliance-driven, and time-intensive, offering limited opportunities for sustained collaboration or application in teachers' classrooms (Darling-Hammond et al., 2017; DeMonte, 2021; Guskey & Yoon, 2009; Kraft et al., 2018; Opfer & Pedder, 2020).
Teachers whose certification lies outside of literacy, such as math, science, or art, have expressed difficulty finding professional learning that feels relevant to their classroom contexts (Desimone & Garet, 2015). Consequently, this policy environment calls for innovative PD models that are time-efficient, relevant to diverse disciplines, and equitably accessible to all educators. In addition, asynchronous professional development offers a flexible and scalable approach to supporting teacher learning while accommodating the demands of educators' schedules and geographic contexts. Online PD allows teachers to access learning resources anytime and from any location, reducing barriers such as travel, cost, and scheduling conflicts while enabling more personalized learning experiences (Morina et al., 2025). Research also shows that well-designed asynchronous programs can improve instructional quality by strengthening teachers' content knowledge and pedagogical decision making (Copur-Gencturk et al., 2024) The university–school partnership model described in this study responds to these challenges through an asynchronous online format that aligns with state standards while leveraging university expertise and district collaboration.
School–university partnerships have long been recognized as a mechanism for improving teacher preparation and professional learning (Burns, 2024). When effective, such collaborations bridge the divide between research and practice by combining university expertise with the practical realities of K–12 instruction (Sapkota, 2024). Partnerships also help overcome the isolation that often characterizes teacher professional development by creating sustained communities of inquiry and professional dialogue (Santagata, 2025). Empirical studies suggest that PD initiatives grounded in partnerships are more likely to result in long-term instructional change because they are embedded in shared goals and a collective understanding of instructional priorities and practice (Black & McKinnon, 2018; Swanson, 2025). University faculty bring deep content and pedagogical knowledge, while districts provide access to teachers, local data, and context. This synergy promotes PD that is both theoretically sound and practically relevant.
Recent research confirms that partnership-based PD can enhance instructional quality when it connects university expertise with local classroom practice (Darling-Hammond et al., 2017; Sapkota, 2024; Swanson, 2025). Despite these advantages, such collaborations continue to face persistent challenges. Time constraints, competing district priorities, and limited resources often hinder sustained engagement and long-term impact (Poekert et al., 2020; Walsh et al., 2022). In addition, many teachers remain cautious about university-led PD, expressing concerns that it may be overly theoretical, misaligned with district goals, or insufficiently responsive to classroom realities (Campbell et al., 2021; Darling-Hammond et al., 2017). For partnerships to thrive, PD must be directly applicable to teachers' daily practice, designed around adult learning principles, and structured to respect participants' time.
Purpose and research questions
This study explores how participation in a fully asynchronous, three-week online professional development (PD) course influenced educator's perceived knowledge and attitudes toward differentiated, content-area reading instruction and university-public school partnership in delivering such professional learning. The course was designed by the School of Education at a local college and implemented in a large Florida public school district (serving more than 100,000 students). The course was offered at no cost to fulfill the state's new reading-instruction recertification requirement. The research addresses the following questions.
How do participants perceive the relevance, usefulness, and time-feasibility of this asynchronous university–school PD model?
What changes occur in participants' self-reported understanding of and confidence in applying reading instruction strategies following the PD?
How do participants perceive the value of the university–school partnership as a vehicle for meeting mandated professional learning requirements?
Partnership model
The School of Education at a local college partnered with the school district to offer a PD model that addressed three goals:
To help teachers and administrators meet Florida's 40-h reading instruction PD requirement;
To ensure PD relevance across all content areas and grade levels;
To demonstrate how university–school collaboration can deliver equitable, scalable PD at no cost to participants.
The Summer 2025 course was delivered fully asynchronously over three weeks through the college's learning management system. The design allowed participants to complete modules at their own pace, minimizing scheduling conflicts and enabling flexibility around personal and professional commitments. The course began with an orientation sequence that introduced participants to course expectations, available resources, and the instructional framework used throughout the program. Participants also completed a pre-course survey and an introductory discussion designed to surface the “reading realities” teachers experience across grade levels and subject areas.
A central feature of the course design was a case study approach that anchored learning activities throughout the modules. Participants selected one of several fictional student profiles representing different grade bands, content areas, and learning needs. Each case study included background information and assessment data. Participants used the selected case study repeatedly across modules to analyze reading challenges, apply instructional strategies, and design targeted supports. This structure provided continuity across assignments and allowed participants to engage with reading instruction through a realistic instructional scenario rather than isolated activities. Importantly, the case studies intentionally represented multiple grade levels and subject areas, including elementary reading, career and technical education, and secondary subjects such as English language arts, mathematics, science, and social studies. This design was intended to demonstrate that effective reading instruction is not limited to elementary classrooms or language arts teachers. Instead, the course emphasized that literacy development is a shared instructional responsibility across disciplines, particularly as students encounter increasingly complex texts in secondary content areas. By engaging teachers from diverse subject areas, the course helped participants examine how evidence-based reading strategies can support comprehension, vocabulary development, and disciplinary literacy within their own instructional contexts.
Following the orientation and case study selection, participants progressed through six content modules grounded in the science of reading. The modules addressed foundational topics including the science of reading, differentiation and Universal Design for Learning, phonemic awareness and phonics, fluency, vocabulary development, and reading comprehension. Each module included short video lectures by university faculty, curated readings and resources, reflective discussion prompts, and applied assignments connected to the selected case study.
Participants were asked to analyze their case study student through the lens of each literacy component and to consider how evidence-based strategies could support that learner.
Throughout the course, participants engaged in structured activities such as reflection prompts, short quizzes, and lesson-planning assignments designed to translate research-based reading practices into classroom application. As the modules progressed, assignments increasingly emphasized instructional decision-making and practical implementation.
The course concluded with a capstone sequence titled “Putting It All Together.” In this phase, participants revised lesson plans to incorporate evidence-based reading strategies, developed a comprehensive instructional response for their selected case study student, and produced final artifacts demonstrating how they would communicate reading supports to families and other stakeholders. These culminating tasks required participants to synthesize concepts from all modules and apply them to authentic instructional contexts.
The emphasis on secondary and cross-content participation addressed a persistent gap in reading-focused professional development, which often targets elementary literacy teachers while overlooking the role that middle and high school content-area teachers play in supporting students' comprehension of complex disciplinary texts (Anderson & Reis, 2022). The modular, case-based structure allowed teachers to engage deeply with research-based literacy practices while maintaining flexibility and accessibility for working educators. Across modules, the course incorporated multiple forms of engagement designed to support reflection and professional dialogue, including asynchronous discussion forums, case-based application tasks, and structured planning activities. The district promoted the course internally as an approved 40-h PD option for recertification, while university faculty served as facilitators and evaluators, providing feedback on assignments and guiding participant learning throughout the course.
Theoretical framework
The PD model draws on adult learning theory (Knowles, 1984; Merriam & Brockett, 2017) and situated learning theory (Lave & Wenger, 1991), coupled with the framework of partnership-based professional learning (Hunt & Carlsen, 2014). Adult learning theory emphasizes that effective professional development must be self-directed, problem-centered, and immediately applicable to practice (Knowles, 1984; Merriam & Baumgartner, 2020). Similarly, Desimone and Garet (2015) argue that teachers engage most deeply when PD activities are sustained, content-specific, and linked to authentic instructional challenges rather than abstract concepts.
The asynchronous, case-study-based format of this course aligns with these tenets by allowing participants to control pacing and focus on content directly relevant to their classroom contexts—an approach consistent with research demonstrating that autonomy and relevance are core motivators for adult learners (King, 2022). Moreover, the integration of reflection and practice tasks throughout each module echoes Guskey's (2002) framework that professional growth occurs when learning opportunities are linked to immediate application and feedback.
Situated learning theory further posits that knowledge is co-constructed through participation in communities of practice where learning emerges from social interaction and shared problem-solving (Wenger et al., 2002). Although the PD in this study was fully asynchronous, discussion forums and peer feedback mechanisms effectively created a virtual community of practice. Prior studies suggest that online PD environments can foster collaboration and reflective dialogue when designed with intentional opportunities for peer interaction (Trust et al., 2018; Baran & Correia, 2014).
Participants' reflections in this study similarly indicated that asynchronous engagement with colleagues enhanced their sense of professional belonging and collective learning. From a partnership perspective, the model aligns with what Burns (2024) and Swanson (2025) describe as collaborative reciprocity, where universities and districts share ownership of professional learning design, implementation, and reflection. Such reciprocity is also consistent with Darling-Hammond et al. (2017), who emphasize that effective PD requires coherence among institutional actors and joint responsibility for teacher learning outcomes. Rather than functioning as a one-way dissemination of university knowledge, this partnership reflected what Zeichner (2010) terms hybrid spaces—structures that merge academic and practitioner expertise to create equitable, context-responsive professional learning. In this sense, the PD functioned not simply as a course but as a professional ecosystem, balancing research-based literacy instruction with the realities of classroom practice.
Methods
A convergent mixed-methods design integrated quantitative survey data with qualitative feedback to capture both measurable change and contextual meaning.
Participants
Twenty-two K–12 educators (teachers and administrators) from one large Florida district (enrollment >100,000 students) participated. Nineteen completed the pre-survey and fourteen both pre- and post-surveys. Participants who completed both pre and post-surveys represented elementary (n = 6), middle (n = 3), and high school (n = 5) contexts across multiple subjects including English, mathematics, science, administration, social studies, and exceptional student education. All held active Florida professional teaching certificates.
Instruments and procedures
Pre- and post-surveys measured self-perceived.
Confidence in using differentiated reading strategies,
Understanding of differentiated instruction for diverse learners,
Preparedness to integrate reading strategies into content areas,
Awareness of multiple reading strategies,
Trust in university understanding of K–12 teacher needs.
Responses used a 5-point Likert scale (1 = Strongly Disagree → 5 = Strongly Agree). Open-ended questions explored participant experiences, perceived relevance, and feedback on the partnership model. IRB approval was obtained before the beginning of the course; participation was voluntary and anonymous. Surveys were administered online via Microsoft Forms before and after the 3-week course.
Data analysis
Quantitative data were analyzed with descriptive statistics and mean-difference comparisons. Because the pre- and post-survey responses were measured on a 5-point Likert scale and the sample size was small (n = 14), assumptions of normality required for a paired-samples t-test could not be guaranteed. The Wilcoxon signed-rank test, a nonparametric alternative, was therefore used to assess differences between pre- and post-intervention scores. This test does not assume normally distributed differences and is appropriate for ordinal or skewed data (Field, 2020).
Qualitative responses were analyzed using an inductive thematic analysis conducted manually by two college faculty members without the use of analytic software. Each researcher independently reviewed and coded the responses to identify preliminary patterns and themes emerging from the data. Following this independent analysis, the researchers met to compare their initial codes and interpretations, discussing areas of convergence and divergence. Through this collaborative process, themes were refined and finalized through consensus. This iterative approach supported the credibility and trustworthiness of the analysis by incorporating multiple perspectives and reducing individual researcher bias.
Results
Analysis of the pre- and post-course survey data revealed consistent and meaningful improvements across all measured areas of teacher learning and perception. As shown in Table 1, participants reported the most substantial gains in their understanding of how to differentiate reading instruction for all learners, increasing from a pre-course mean of 3.11 to a post-course mean of 4.71, a gain of 1.61 points on a five-point Likert scale. Similar progress was observed in participants' awareness of evidence-based reading strategies (from 3.53 to 4.93, +1.40) and confidence in using differentiated reading strategies in classroom instruction (from 3.42 to 4.79, +1.36).
Pre- and post-survey mean scores on key measures (n = 14)
| Survey item | Pre mean | Post mean | Mean difference |
|---|---|---|---|
| Understanding of differentiating reading instruction | 3.11 | 4.71 | +1.61 |
| Awareness of multiple reading strategies | 3.53 | 4.93 | +1.40 |
| Confidence in using differentiated reading strategies | 3.42 | 4.79 | +1.36 |
| Preparedness to integrate reading strategies into content areas | 3.68 | 4.86 | +1.17 |
| Knowledge of assessing student reading needs | 3.74 | 4.43 | +0.69 |
| Trust in university understanding of K–12 teacher needs | 4.05 | 4.50 | +0.45 |
Participants also expressed notable growth in their preparedness to integrate reading strategies into their specific content areas (from 3.68 to 4.86, +1.17). More moderate, though still positive, gains were reported in participants' knowledge of how to assess students' reading needs (from 3.74 to 4.43, +0.69) and in their trust that universities understand the real needs of K–12 teachers (from 4.05 to 4.50, +0.45). Overall, the pre–post comparison indicates that the professional development course successfully enhanced teachers' self-efficacy and understanding related to differentiated reading instruction while strengthening their confidence in the credibility and value of the university–school partnership model. Participants reported gains across all areas, especially in understanding differentiation and applying strategies in their disciplines.
Table 2 presents the full quantitative analysis table of all pre–post survey items, showing means, standard deviations, and differences (sorted by improvement).
Pre- and post-survey mean scores on key measures for each questions (n = 14)
| Survey item | Pre mean | Post mean | Pre SD | Post SD | Mean difference |
|---|---|---|---|---|---|
| I have a strong understanding of how to differentiate reading instruction for all learners | 3.11 | 4.71 | 0.88 | 0.47 | +1.61 |
| I am aware of multiple reading strategies that can improve students' reading skills | 3.53 | 4.93 | 0.90 | 0.27 | +1.40 |
| I feel confident using differentiated reading strategies in my classroom | 3.42 | 4.79 | 0.77 | 0.43 | +1.36 |
| I feel prepared to integrate reading strategies into my specific content area | 3.68 | 4.86 | 0.82 | 0.36 | +1.17 |
| I know how to assess students' reading needs in my subject area | 3.74 | 4.43 | 0.73 | 0.65 | +0.69 |
| I trust that universities understand the real needs of K–12 teachers | 4.05 | 4.50 | 1.03 | 0.52 | +0.45 |
| University–school partnerships can help improve teacher practice | 4.58 | 5.00 | 0.77 | 0.00 | +0.42 |
| Differentiated reading instruction is essential for all teachers | 4.63 | 4.93 | 0.83 | 0.27 | +0.30 |
| Reading instruction is the responsibility of all teachers | 4.68 | 4.93 | 0.58 | 0.27 | +0.24 |
| I believe I can positively impact student outcomes through literacy instruction | 4.74 | 4.93 | 0.56 | 0.27 | +0.19 |
| I am interested in future professional development through university–school partnerships | 4.79 | 4.93 | 0.42 | 0.27 | +0.14 |
| I believe the partnership will provide relevant opportunities for growth | 4.74 | 4.86 | 0.45 | 0.36 | +0.12 |
| I believe students benefit when all teachers support reading development | 4.79 | 4.86 | 0.54 | 0.36 | +0.07 |
| University–school partnerships are valuable for improving instruction | 4.79 | 4.86 | 0.42 | 0.53 | +0.07 |
Analysis of the pre- and post-course survey data revealed several distinct patterns of growth. The strongest improvements were observed in teachers' understanding and confidence with differentiated reading instruction, with mean increases ranging from +1.36 to +1.61. Participants also demonstrated a sharp rise in their awareness of multiple evidence-based reading strategies (+1.40), indicating meaningful gains in both conceptual knowledge and practical application. Moderate growth was evident in participants' ability to assess students' reading needs (+0.69) and in their trust that universities understand and support the real needs of K–12 educators (+0.45). These results suggest enhanced confidence in teachers' diagnostic skills and an increased sense of professional alignment with higher education partners.
Items related to broader beliefs—such as the importance of reading instruction across disciplines, the shared responsibility of all teachers for literacy development, and the overall value of school–university partnerships—showed stable, high agreement before and after the course. Because these items began with mean scores near the top of the scale (approximately 4.6–4.8), little measurable change was possible. Finally, post-course standard deviations of less than 0.5 across nearly all items indicate a high degree of consensus among participants, suggesting that the professional development experience produced uniformly positive outcomes with minimal disagreement among respondents. Across all 14 comparable items, the average mean gain was +0.57 points on a 5-point scale, with the largest changes in self-efficacy and instructional awareness. Participants began the course with already high beliefs in reading's importance but emerged with substantially stronger practical confidence and trust in university-facilitated professional learning.
A series of Wilcoxon signed-rank tests were conducted to evaluate changes in participants' self-reported understanding, confidence, and perceptions of reading instruction before and after the PD program. The results indicated statistically significant increases in five key areas.
Understanding of differentiated reading instruction (Z = −3.29, p = 0.001),
Awareness of multiple reading strategies (Z = −3.15, p = 0.002),
Confidence in using differentiated reading strategies (Z = −3.04, p = 0.003),
Preparedness to integrate reading strategies into content areas (Z = −2.88, p = 0.004), and
Ability to assess students' reading needs (Z = −2.36, p = 0.018).
All other items showed positive but nonsignificant changes (p > 0.05), largely due to ceiling effects, as pre-survey means already exceeded 4.5 on the 5-point scale. These results suggest that the PD experience substantially enhanced teachers' applied knowledge and self-efficacy regarding differentiated reading instruction while reinforcing pre-existing beliefs about the importance of literacy and partnerships. Collectively, the Wilcoxon analyses confirmed that teachers made statistically and practically meaningful gains in areas most directly targeted by the PD intervention (see Table 3). The consistent significance of these outcomes across both the Wilcoxon and paired t-tests further validates the reliability of the results and underscores the efficacy of the university–school partnership model in delivering impactful professional learning in reading instruction.
Wilcoxon signed-rank tests for pre- and post-course survey items (n = 14)
| Survey item | Pre mean | Post mean | Mean diff | Wilcoxon W | p-value | Significance |
|---|---|---|---|---|---|---|
| I have a strong understanding of how to differentiate reading instruction for all learners | 3.11 | 4.71 | +1.71 | 0.0 | 0.001 | Significant |
| I am aware of multiple reading strategies that can improve students' reading skills | 3.53 | 4.93 | +1.50 | 0.0 | 0.002 | Significant |
| I feel confident using differentiated reading strategies in my classroom | 3.42 | 4.79 | +1.43 | 0.0 | 0.003 | Significant |
| I feel prepared to integrate reading strategies into my specific content area | 3.68 | 4.86 | +1.21 | 3.5 | 0.004 | Significant |
| I know how to assess students' reading needs in my subject area | 3.74 | 4.43 | +0.79 | 3.0 | 0.018 | Significant |
| I trust that universities understand the real needs of K–12 teachers | 4.05 | 4.50 | +0.50 | 8.0 | 0.070 | Marginal |
| University–school partnerships can help improve teacher practice | 4.58 | 5.00 | +0.43 | 0.0 | 0.059 | Marginal |
| Differentiated reading instruction is essential for all teachers | 4.63 | 4.93 | +0.43 | 2.0 | 0.131 | Ns |
| Reading instruction is the responsibility of all teachers | 4.68 | 4.93 | +0.29 | 2.5 | 0.157 | Ns |
| I believe I can positively impact student outcomes through literacy instruction | 4.74 | 4.93 | +0.21 | 2.0 | 0.257 | Ns |
| I believe students benefit when all teachers support reading development | 4.79 | 4.86 | +0.14 | 5.0 | 0.480 | Ns |
| I believe the partnership will provide relevant opportunities for growth | 4.74 | 4.86 | +0.14 | 2.5 | 0.317 | Ns |
| University–school partnerships are valuable for improving instruction | 4.79 | 4.86 | +0.14 | 5.0 | 0.480 | Ns |
| I am interested in future professional development through university–school partnerships | 4.79 | 4.93 | +0.07 | 2.0 | 0.564 | Ns |
Note(s): p < 0.05 = significant; p < 0.10 = marginal; ns = not significant
As shown in Table 4, three interrelated themes emerged through qualitative analysis: (1) Relevance and Applicability, (2) Time and Flexibility, and (3) Partnership Credibility and Trust.
Qualitative themes identified from post-course reflections (n = 14)
| Theme | Definition | Highlights |
|---|---|---|
| Relevance and applicability | Teachers described the PD as directly connected to their content areas and classroom practice. They emphasized authentic, discipline-specific examples and strategies they could immediately use | Practical classroom transfer, subject-specific case studies, instructional value |
| Time and Flexibility | Participants highlighted how the asynchronous format allowed them to balance work, family, and professional learning while meeting the state's 40-h requirement | Feasibility, pacing, workload, PD accessibility |
| Partnership Credibility and Trust | Teachers and administrators expressed strong trust in the local university partnership, citing its credibility, responsiveness, and respect for educators' expertise | Authentic collaboration, professional respect, ongoing partnership potential |
Theme 1: Relevance and Applicability
Participants consistently emphasized that the course content was relevant, practical, and immediately transferable to their teaching. Teachers appreciated the subject-specific case studies and examples that linked reading instruction to their own disciplines. A high-school science teacher wrote: “This was the first reading PD I've ever taken that actually connected to what I teach. The examples about vocabulary in science texts and decoding lab procedures were spot on.” A middle-school mathematics teacher echoed this connection between literacy and disciplinary content: “I never thought of math as reading-heavy until this course. Using annotation and close reading in word problems has already changed how I present them.” An elementary literacy coach explained how the modules reinforced essential practices: “Even though I've taught reading for years, the way this course broke down phonemic awareness and decoding reminded me why explicit modeling matters for all students.” An administrator commented on the relevance for instructional leadership: “The case on supporting teachers' reading instruction through walkthrough feedback was incredibly useful. It helped me rethink how I observe and coach teachers.” This theme reflects how relevance drives engagement and learning transfer in PD (Darling-Hammond et al., 2017). Teachers valued that the course went beyond generic strategies, offering contextualized, evidence-based tools adaptable to their classrooms. By integrating disciplinary literacy into each module, the university–school partnership demonstrated that reading instruction is not limited to reading teachers but is a shared professional responsibility.
Theme 2: Time and Flexibility
Time emerged as both a challenge and a success factor. Participants repeatedly highlighted the course's asynchronous structure as crucial for completion, especially given the state's 40-h PD requirement. A secondary ESE teacher shared: “The workload was heavy, but the pacing made it possible. I worked on modules after my own kids went to bed. That flexibility made me actually finish.” A middle-school teacher added: “I appreciated being able to move faster through the sections Ialready knew and spend more time on the parts that were new. That's something live PD never allows.” Teachers also compared this model favorably to traditional in-person PD: “Driving to district PD sessions during the summer is unrealistic. Doing everything online and self-paced was a game changer.” Still, some noted that the time remained burdensome: “It's still a big time commitment. I was grateful it was relevant, but 40 hours is a lot on top of prepping for the new school year.” This theme reveals that flexibility mitigated but did not eliminate time pressure. Teachers appreciated autonomy in pacing and scheduling. However, the recurring mention of workload suggests that structural policy adjustments—such as modular micro-credentials—may further enhance feasibility.
Theme 3: Partnership Credibility and Trust
Participants expressed high confidence in the partnership between the local college's School of Education and the district. They cited the university's credibility, responsiveness, and respect for practitioner expertise as key differentiators from typical district PD. A district administrator explained: “Knowing this was built by the local college's School of Education gave me confidence that it met state standards. It felt like a partnership, not just compliance.” A high-school English teacher described the facilitators' authentic understanding: “The facilitators were responsive and clearly understood what teaching in Florida public schools is like. It wasn't theory from 30,000 feet—it felt grounded.” Several participants contrasted the experience with less effective PD: “Most PDs are slide decks that don't connect to real classroom practice. This one gave me strategies I can use tomorrow.” Teachers also valued the mutual respect embedded in the partnership: “It meant a lot that university professors treated our input as valuable. Usually PD is something done to us, not with us.” An instructional coach reflected on sustainability: “If the college continues offering these types of PDs, it could change how our district approaches training. It's a model for meaningful professional learning.” This theme underscores the importance of relational trust and authenticity in successful PD partnerships (Swanson, 2025; Walsh et al., 2022). Teachers and administrators perceived the university's involvement as validating and empowering rather than evaluative or prescriptive. The findings illustrate that effective school–university collaboration depends not only on content expertise but also on professional reciprocity and mutual respect, reinforcing the partnership as a sustainable model for future statewide initiatives.
Discussion
This study examined the effectiveness of a fully asynchronous professional development (PD) program developed through a partnership between a local university and a large Florida public school district. The initiative was designed to help teachers and administrators meet the state's new 40-h requirement in reading instruction for recertification while ensuring that the experience was relevant, accessible, and grounded in evidence-based practice. Results from the Wilcoxon signed-rank analyses revealed statistically significant improvements in participants' understanding, confidence, and preparedness to apply differentiated reading instruction strategies across content areas. Qualitative analysis further illuminated how participants experienced the PD as practical, flexible, and professionally validating. Thematic analysis revealed that the intersection of relevance, flexibility, and trust defined participants' positive experiences.
Teachers credited the course with making the 40-h PD mandate meaningful and achievable, aligning with adult learning theory principles of autonomy, purpose, and applicability. Collectively, these themes demonstrate that when university expertise is paired with district contextual knowledge, professional development can achieve both policy compliance and authentic teacher growth. Quantitative results confirmed that participants made meaningful gains in their knowledge of differentiated reading instruction and their confidence in implementing literacy strategies across disciplines. These findings were reinforced by qualitative data that depicted how relevance, flexibility, and credibility defined the overall learning experience. Teachers reported that the course's design—anchored in subject-specific case studies and examples—made reading instruction accessible and applicable beyond the language arts classroom. The integration of real-world disciplinary contexts helped participants connect literacy strategies directly to their own instructional practices. This alignment between quantitative growth in self-efficacy and qualitative accounts of relevance underscores that effective PD must be situated in the daily realities of teaching (Darling-Hammond et al., 2017).
Participants' reflections also provided insight on the current national discourse around the Science of Reading, suggesting that the course effectively bridged theoretical and practical understandings of evidence-based reading instruction. The findings also point to the critical role of structure and accessibility. Participants consistently described the asynchronous, self-paced format as instrumental to their engagement and completion of the 40-h requirement. Many teachers noted that the design respected their professional and personal responsibilities, allowing them to manage learning around work and family schedules. This flexibility reduced the stress typically associated with mandated PD and supported teachers' intrinsic motivation to learn. However, several participants still expressed that the state's total time requirement remained demanding, even with an effective structure. This tension highlights how program design can mediate—but not fully eliminate—the challenges of compliance-based PD policies.
Nevertheless, the course's structure appeared to balance rigor with autonomy, aligning well with adult learning principles that emphasize self-direction, purpose, and relevance. A defining feature of the program was the high level of trust and respect associated with the university–district partnership. Participants consistently reported that the involvement of the local college's School of Education enhanced the program's credibility and quality. They valued the expertise of the facilitators, the responsiveness of communication, and the sense that the PD was intentionally designed to support their professional needs rather than imposed as a requirement. which elevated their engagement and ownership of learning. This perception aligns with prior research emphasizing that authentic collaboration between universities and K–12 systems can enhance teacher buy-in and the transfer of PD learning to practice (Poekert et al., 2020; Sapkota, 2024; Swanson, 2025).
The university–school partnership, in this case, appeared to transform what could have been a compliance-driven activity into a genuine professional learning experience grounded in respect and shared purpose. These findings carry several implications for educational practice and policy. First, they highlight the importance of designing PD that connects literacy instruction to all disciplines. Teachers' reflections indicated that embedding reading strategies within subject-specific contexts not only improved comprehension of the material but also validated their professional identities as content specialists. Second, the success of the asynchronous model underscores the potential of flexible, online PD for enhancing access and equity. Such models are particularly beneficial in large or geographically dispersed districts like the one in this study. Finally, the results suggest that sustained, reciprocal partnerships between universities and school systems can provide scalable solutions for meeting policy mandates without sacrificing quality or relevance. By combining academic expertise with district context, such partnerships can serve as engines of innovation in teacher learning.
Despite the promising outcomes, several limitations warrant consideration. The study's small sample size of 19 participants, with 14 completing both pre- and post-surveys, limits the generalizability of the findings. Additionally, the use of self-reported data may not fully capture the extent of actual behavioral change or classroom implementation. The study was also conducted within a single district, which may have unique contextual factors that influenced results. Finally, the research design captured immediate post-course perceptions but did not include long-term follow-up to assess whether changes in teacher knowledge translated into sustained instructional shifts or improved student outcomes. These limitations suggest the need for continued research using mixed-methods, larger samples, and longitudinal designs.
Future studies should extend this work by examining how teachers apply the strategies learned in this PD over time and whether these practices influence measurable student literacy gains. Observational studies and analyses of instructional artifacts could provide richer evidence of how learning is enacted in the classroom. Moreover, investigating the scalability of this model across multiple districts or states could provide insights into how universities might institutionalize partnership-based PD within broader professional learning systems.
To sum up, this study provides evidence that an asynchronous, university–school partnership model can support meaningful teacher learning while also addressing complex policy requirements. Participants reported increased understanding of differentiated reading instruction and described the experience as professionally respectful, supportive, and relevant to their instructional contexts. These findings are particularly important given the tensions that can be associated with compliance-based professional development. Teachers are often required to complete state-mandated PD to maintain certification, yet such requirements can sometimes result in learning experiences that prioritize documentation of hours or completion of activities rather than deep professional growth. When PD is perceived primarily as a mandate, teachers may engage with it instrumentally rather than reflectively, limiting its impact on instructional practice. In contrast, participants in this course reported that the structure, responsiveness of facilitators, and direct connections to classroom practice helped shift the experience from a compliance-oriented requirement to a meaningful learning opportunity. The partnership between the university and the school district played a critical role in this shift by aligning policy requirements with teachers' professional needs and instructional realities.
These findings suggest that thoughtfully designed partnerships between higher education institutions and school districts can mitigate some of the tensions inherent in mandated professional development. By combining flexibility, research-based content, and practice-centered application, such partnerships can transform required PD into experiences that are both rigorous and responsive to educators. Future research should further examine how teachers translate the knowledge gained through asynchronous partnership-based PD into classroom implementation and student literacy outcomes, particularly in secondary and cross-content settings where literacy instruction is often embedded within disciplinary learning.
Plain language summary
Teachers in Florida are now required to complete 40 hours of professional development in reading instruction to renew their certification. A local college partnered with a large school district to offer a free, three-week online course to help teachers meet this requirement. The course focused on practical strategies for teaching reading in all subjects, not just English. Participating teachers and administrators completed surveys before and after the course. They reported feeling more confident and better prepared to use reading strategies in their classrooms. Teachers also said the course was flexible, relevant, and respectful of their time. The partnership between the college and district helped ensure that the course met state requirements and teachers' real needs. This study shows that online, university/college-led professional learning can help teachers meet policy mandates while genuinely improving teaching and learning.
Ethics approval statement
This study was conducted in accordance with the ethical standards of Florida Southern College, and formal ethical approval was reviewed and approved by the Florida Southern College Institutional Review Board. (Approval No.: 202505008, Date of Approval: 05/28/2025.
