From reflection to engagement: utilizing book studies to foster teacher growth and leadership

Purpose This article documents the development of a series of teacher-led book studies conducted over six years by the PDS Focus Group at a high school in a Professional Development School Network. Specifically, we explain how the members of the PDS Focus Group used their learning from the book studies to change their classroom practice and lead professional development for their peers. Design/methodology/approach In this program review, we describe the formation of the PDS Focus Group, how the teachers in the PDS Focus Group were challenged by school data, why book studies were selected as the form of professional development and how consistent questioning has guided the evolution of the book studies over six years. Findings Since 2019, the teachers in the PDS Focus Group have responded to changing student demographics and adapted to their local context to improve instructional practice for themselves and others. Using group-generated inquiry questions has played a key role in both their learning and their ownership over the book studies. Originality/value This article captures six years of work that includes how teachers responded to professional growth both during and in the wake of the COVID-19 pandemic. The longevity of this book study series may be attributed to the teachers placing an emphasis on ensuring that positive student–teacher relationships are developed through quality instruction.