For sustained success, educators must commit to their own lifelong improvement. A clear correlation exists between level of focus on teacher professional development (PD) and student success. In this book, John Murray identifies the characteristics of effective professional learning, detailing eight strategies for planning, and executing, and evaluating PD programs. Content includes: The proven “backward” approach to articulating the goals of your PD program Descriptions of innovative and effective designs for professional learning such as Lesson Study and Instructional Rounds Powerful approaches to designing and implementing online PD
For sustained success, educators must commit to their own lifelong improvement. Commitment to high-quality professional learning is a common aspect of educational systems of the the world’s highest-achieving nations. Despite evidence that effective professional learning can be a powerful lever for school improvement, much of the professional development (PD) that is conducted in the United States has had limited impact on teacher practice... In these pages, John Murray identifies research-based characteristics of effective teacher professional learning, detailing eight strategies for planning and executing professional development programs and evaluating their results. Content includes: The proven "backward" approach to articulating the goals of your PD program Descriptions of innovative and effective designs for professional learning such as Lesson Study and Instructional Rounds Powerful approaches to designing and implementing online PD Packed with templates that make getting started easy, this all-in-one resource will facilitate deep professional learning that truly enhances student achievement. "This book is one that any teacher or administrator who is involved with leading professional learning and continuous improvement—new to the field or with great experience—would find great value in." — Jeff Ronneberg, Superintendent Spring Lake Park Schools, MN "This is a critical resource that should be on every education leader’s bookshelf. You will be challenged to find another book with so much helpful information on so many important professional development strategies that you can get started on immediately to facilitate real change in your school." — John D. Ross, Educational Consultant Pulaski, VA
This comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.
The revised classic for designing mathematics and science professional development presents an updated planning framework and many professional development strategies and emphasizes continuous program monitoring and building professional cultures.
Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide.
Professional development just got more effective. To help teachers make positive changes for their students, transform your feedback! With this guide to quality feedback, you’ll promote professional growth clearly and successfully, with lasting results. Whether you work with novices, struggling teachers, or good teachers with potential for greatness, this book helps you give feedback that’s both heard and understood. Features include Research-based ideas aligned with the Learning Forward Standards for Professional Learning Structures for offering feedback on teacher-created assessments, in observations, and through videos Advice that fits seamlessly into existing initiatives Tools, artifacts, and examples of quality feedback in action
Effective facilitation is complex What is central to leading powerful and effective facilitation in professional learning? You. Gone are the one-size-fits-all answers—instead, you’ll draw from your own knowledge and expertise to lead your PLC in actively solving complex problems that are unique to your context. For professional learning to have an improvement impact for both teachers and students, it needs to be more than a single event. Truly successful professional learning is sustained, collaborative, evidence-informed, and student-focused—generating multifaceted solutions to real-life, real-time issues rather than focusing on one piece of the practice puzzle at a time. This book, based on the results of a five-year research study, provides: • An innovative approach to the design and delivery of professional learning grounded in principles of adaptive expertise • Easy-to-use one-page summaries of "Deliberate Acts of Facilitation" • Guidance that’s fully congruent with Learning Forward Standards for Professional Learning The current educational landscape demands a new kind of leadership. This book gives you the tools you need to apply the principles of adaptive expertise to your leadership and facilitation—enabling you to draw on your own deep knowledge to address the complex challenges you and your teachers face every day.
Professional learning initiatives in schools come and go, and the constant cycling through programs can resemble fad diets--hype and hope followed by crash and burnout. In this timely book, professional learning providers Kasia M. Derbiszewska and T. Nicole Tucker-Smith share concrete strategies that will help you design professional development sessions that are compelling, convincing, and sustainable using the framework of Universal Design for Learning. Learn to recognize and reduce common barriers to effective PD. In each chapter, the authors clearly address the Purpose, Preparation, Implementation, and Benefits to Learning for each aspect of professional learning, as well as UDL Tidbits that help ensure the health and longevity of the initiative. If you are ready to take the leap toward creating healthy and sustainable professional learning, jump into the chapter that is most relevant to your needs. Get ready to consider the whole adult learner and apply practical strategies for cultivating and maintaining healthy, vibrant professional development that has a track record of success.
Commitment to high-quality professional learning is a common aspect of educational systems of the the world's highest-achieving nations. Despite evidence that effective professional learning can be a powerful lever for school improvement, much of the professional development (PD) that is conducted in the United States has had limited impact on teacher practice. In these pages, John Murray identifies research-based characteristics of effective teacher professional learning, detailing eight strategies for planning and executing professional development programs and evaluating their results
Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
