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Providing high-quality professional development for teachers with diversebackgrounds and classroom experience is a challenging task. In this work, weinvestigate the Illinois Physics and Secondary Schools (IPaSS) partnershipprogram, which provides instructional resources and a network of support forhigh school physics teachers through a partnership with the University ofIllinois. IPaSS aims to address disparities in physics instruction by equippingteachers with university physics curricula and equipment adapted to fit thecontext of their high school classrooms. IPaSS' professional development designand facilitation draw inspiration from the Communities of Practice (CoP) modelwith a responsive facilitative approach in the design and enactment ofprofessional development. Using interviews and surveys from 14 physicsteachers, we studied the extent to which the program has responded to teachers'diverse needs while supporting their participation in physics teaching CoP. Theresults revealed that this model of responsive professional development --conceptualized as being attentive and adaptive to teachers' needs -- hascreated very positive perceptions of the program for the teachers involved andfostered pedagogical and instructional support, professional growthopportunities, and social or personal benefits of community involvement forthem. The results also demonstrated that mutual peer support has gone beyondthe dynamics of the Communities of Practice framework, not only from more toless experienced but also in the reverse direction. In addition, the case studyof the program revealed that taking a responsive approach can potentiallyfacilitate teachers' transitions from being peripheral members to becomingactive participants in the community.

Responsive Professional Development: A Facilitation Approach for Teachers' Development in a Physics Teaching Community of Practice