Roadblocks and gates: longitudinal experiences of highly accomplished teachers following professional development experiences

Limited research exists about the long-term outcomes for Highly Accomplished Teachers (HATs) following participation in Professional Development (PD). HATs are teachers who have attained a high level of expertise and possess sophisticated knowledge of practice. This study extends our previous research with a small cohort of HATs immediately following their participation in an intensive PD program. Here, we investigate their experiences two years post-PD. Findings reveal that these teachers, while maintaining their ideas for change, encounter various tensions such as alignment between their views and the vision of the school leadership. We argue that a better understanding of the various roadblocks and gates is needed for this neglected teacher group, to maximize their potential to contribute to improved school outcomes.