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Professional Development: What Works
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Sections
« prev | next »- Getting Ready to Champion Professional Development
- ♦ Professional Development Is Learning
- Professional Development Is Learning
- Bring Out the Best in Teachers
- Build a Culture to Support Professional Learning
- Supportive Cultures Increase Efficacy
- Feasibility
- Important Goals
- Supportive and Insistent Supervisors
- Supportive Peers
- Professional Development Supports Teacher Voice
- Professional Development Is Based on Data
- Teachers Are Central to Leadership and Decision Making
- Student Learning Is a Primary Focus of Professional Development
- Studying Student Work Is Professional Development
- Getting Started with Examining Student Work
- Lesson Learned from the Research on Professional Development
- What Is a Professional?
- Professionalism and Teaching
- Professionalism and Decision Making
- Standards
- Examining Standards as a Source to Frame Professional Development
- Professional Development Is School Improvement
- Change
- Leadership That Supports Change
- Leaders Value Professional Development and Learning
- Professional Development That Supports School Improvement
- Organization of this Book
- Suggested Readings
- Evaluating and Assessing Professional Development
- You Can Do It!
- What is Evaluation?
- Myths About Evaluation
- Program Evaluation and Change
- Characteristics of Change
- Change and the Evaluation of Professional Development
- Types of Change
- Difficulties Inherent in Change
- Resistance to Change
- Understanding Personal Concerns
- Formative Evaluation
- Summative Evaluation
- Differences Between Formative and Summative Evaluation
- General Guidelines for Evaluating Professional Development
- Kilpatrick
- Guskey
- Killion
- Getting Down to Brass Tacks
- Selecting a Focus
- Establishing an Evaluation Agreement
- Collecting Data
- Organizing and Analyzing the Data
- Reporting Results to Stakeholders
- 1.Identify the audience;
- Identify the Audience
- Choose an Appropriate Method for Reporting
- Implications for Principals
- Conclusion
- Framing Professional Development Efforts
- Standards for Professional Development
- Planning for Professional Development
- Identifying Professional Development Needs
- Teacher Expertise—A Rich Resource for Learning
- Job-Embedded Learning— Finding Time for Professional Development
- Job-Embedded Learning and Time
- Planning for Professional Development— Pulling the Pieces Together
- Connecting Classroom Observations and Professional Development
- Learning Communities
- What We Know About Learning Communities
- Leadership Practices That Sustain Learning Communities
- The Changing Roles of Authority in Learning Communities
- Teacher Development: The Heart of a Learning Community
- Releasing the Conditions for Growth
- Characteristics of Learning Communities
- Learning Communities Support Change
- Learning Communities Are Collaborative
- Trust Is at the Center of a Learning Community
- Caring Is a Trademark in a Learning Community
- Learning Communities Promote a Common Vision
- Work With Teachers to Create the Vision
- Provide Coordination Mechanisms
- Maintain and Improve Interpersonal Skills
- Recognize Political Allegiances
- Examine Motivation
- Learning Communities Use Data to Ensure Student Success
- Data-Driven Instruction
- Data-Driven Competencies Needed to Support Data Analysis
- Teacher Leadership in Learning Communities
- The Principles of Adult Learning
- The Differences Between How Children and Adults Learn
- The Social Aspects of Adult Learning
- Teacher as Learner
- Effective Professional Development Does Not “Fix” Teachers
- Professional Development and Highly Qualified Teachers
- Research About Professional Development and Teachers
- Prior Experience and Adult Learning
- Looking Across the Teacher Career Stage Continuum
- Uncovering Career Stages—Know Your People
- Setting Professional Development Goals
- Motivation and Adult Learning
- Principals Draw Out the Very Best Efforts in Teachers by…
- Making Learning Authentic for the Adult Learner
- Knowing What Motivates the Adult Learner
- Empowering Transformational Learning
- Supporting Active Construction of Knowledge
- Establishing a Climate Conducive to Adult Learning
- Job-Embedded Learning
- ♦ Job-Embedded Learning
- The Teacher as Adult Learner
- Job-Embedded learning
- Relevance for the Individual Teacher
- Feedback is Built into the Process
- Facilitates the Transfer of New Skills into Practice
- Skills Needed to Support Job-Embedded Learning
- Job-Embedded Professional Development Enhances Reflection
- Job-Embedded Professional Development Promotes Collegiality
- Job-Embedded Professional Development Combats Isolation
- Research About Job- Embedded Learning in Action
- Wood and McQuarrie
- Evans and Jolly
- Wood and Killian
- Middleton
- Clarke
- Lankau and Scandura
- A Case From the Field
- Involving Teachers in Data Collection and Analysis
- Requesting Help from Within and Beyond the School
- Reviewing Efforts and Results of Achieving Goals
- Assessing What Works
- Implications for School Leaders and Professional Developers
- Coaching in the Context of Professional Development
- Coaching
- Cognitive Coaching
- Collegial Coaching
- Instructional Coaching
- Literacy Coaching
- A Case From The Field
- Literacy Coaching in Context: One District’s Story
- The Context: A Balanced Literacy Framework
- Identifying Issues—Looking at Data
- Developing the Model—The Art of Coaching
- Monitoring Progress
- Mentor Coaching
- Peer Coaching
- Peer Coaching Extends Learning
- Peer Coaching Fosters Transfer of Knowledge into Practice
- Defining Peer Coaching
- The Job-Embedded Nature of Peer Coaching
- Coaches Engage Others in Conversations About Teaching
- Conditions for Successful Peer Coaching
- Training
- Trust
- Trust in Oneself
- Trust in Each Other
- Trust in the Process
- Administrative Support
- Embedding Coaching in Other Forms of Professional Development
- Teacher Study Groups
- Study Group Members Learn Together
- What Do Study Groups Do and How are They Arranged?
- Organizing Study Groups—Getting Started
- Strategies for Getting Started
- Organizing Study Group Meetings
- The Role of the Principal in Teacher Study Groups
- Whole-Faculty Study Groups
- The Functions of Whole-Faculty Study Groups
- Process Guidelines for Whole- Faculty Study Groups
- The Role of the Principal in Whole-Faculty Study Groups
- Book Studies
- Step 1:Form a Book Study Group
- Form a Book Study Group
- Decide How to Read the Book
- Read and Discuss the Book
- Evaluate the Book and Plan for Future Book Study
- Book Studies at Creekland Middle School
- Professional Learning at Creekland Middle School
- Culturally Competent Creekland or C3
- Success Breeds Success
- Book Studies Are Invitational
- The Role of the Principal in Book Study Groups
- Notes From the Field
- Critical Friends Groups
- What Is a Critical Friends Group?
- The Importance of Goals in the Work of Critical Friends Groups
- Build Strong Groups— The Bedrock of Success for CFGs
- Build Strong Groups
- Group Development Stages
- Time and the Job-Embedded Nature of Critical Friends Group
- Ongoing Work Needed to Maintain the Work of CFGs
- Critical Friends Coaches
- Critical Friends Group Protocols
- Using Critical Friends Groups as Induction Support
- What Was It Like?
- What Did the CFG Group of Novice Teachers Learn?
- Not Just New Teachers
- Implications for Leadership
- Lesson Study
- The Lesson Study Process
- Study Curriculum and Formulate Goals
- Plan
- Conduct Research
- Reflection
- Implications for Professional Development
- Increased Knowledge of Subject Matter
- Increased Knowledge of Instruction
- Increased Ability to Observe Students— Focus on Student Data
- Stronger Collegial Networks
- Stronger Connections of Daily Practice to Long-term Goals
- Stronger Motivation and Sense of Efficacy
- Improved Quality of Available Lesson Plans
- Challenges for Lesson Study Implementation
- Learning Circles
- What’s in the Learning Circle?
- The Quality Learning Circle
- Online Learning Circles
- Getting Started with Learning Circles
- Challenges and Concerns for School Leaders
- Action Research
- Why Engage in Action Research?
- What is Action Research?
- What Do Teachers as Action Researchers Do?
- What Action Research Is Not
- The Action Research Model
- Basic Processes and Steps of Action Research
- Basic Processes Involved in Action Research
- Steps of Action Research
- The Action of Action Research
- Data
- The Importance of Reflection in the Action Research Process
- Leadership Needed to Support Action Research
- Portfolios
- Historical Context of Portfolios
- The Intents of the Portfolio
- The Processes of Portfolio Development
- Linkages of the Portfolio to Professional Development
- What Is a Portfolio?
- Portfolio Construction Is an Ongoing Process
- Portfolio Development Is Dynamic
- The Contents of a Portfolio
- Parameters for Selecting the Contents of the Portfolio
- Digital Portfolios
- Essential Skills: Reflection, Goal Setting, and Decision Making
- Are We There Yet?
- Learning is at the Core of Professional Development
- The Cases and Notes From the Field
- So What?
- The Never-ending Journey
- References
- Index
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