Making the simple more complex: the influence of job‐embedded professional development in supporting teacher expertise in reading

Literacy ◽  
2018 ◽  
Vol 53 (3) ◽  
pp. 143-149
Author(s):  
Danielle Dennis ◽  
Chris Hemmings
Keyword(s):  
Professional Development ◽  
Teacher Expertise ◽  
Embedded Professional Development

Job-Embedded Professional Development for Teachers of English Learners: Preventing Literacy Difficulties Through Effective Core Instruction

2018 ◽  
Vol 41 (3) ◽  
pp. 203-214 ◽  
Author(s):  
Linda Cavazos ◽  
Sylvia Linan-Thompson ◽  
Alba Ortiz
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
English Learners ◽  
First Grade ◽  
Evidence Based Practices ◽  
Urban Elementary School ◽  
Professional Development For Teachers ◽  
Reading Content Knowledge ◽  
Teachers Of English Learners ◽  
Embedded Professional Development

This mixed methods descriptive study examined the effects of job-embedded professional development (JEPD) in reading on the content knowledge and instructional practice of teachers of English learners (ELs). Four first-grade teachers of ELs at one urban elementary school received JEPD over the course of a year. Results of pre- and posttests of teacher knowledge and classroom observations indicated that teachers’ reading content knowledge increased and that they used more evidence-based practices. JEPD shows promise as an approach that accommodates teachers’ varying levels of knowledge and experience in preparing them to meet the diverse needs of their students.

scholarly journals THE LOUISIANA ALGEBRA I ONLINE INITIATIVE AS A MODEL FOR TEACHER PROFESSIONAL DEVELOPMENT: EXAMINING TEACHER EXPERIENCES

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Laura M. O’Dwyer ◽  
Rebecca Carey
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Algebra I ◽  
Educational Opportunities ◽  
Highly Qualified ◽  
Teacher Shortages ◽  
Class Meetings ◽  
Teacher Professional ◽  
K 12 ◽  
Embedded Professional Development

Over the past decade online learning initiatives have shown tremendous potential for broadening educational opportunities and for addressing local and regional shortages of highly qualified K–12 teachers. The Louisiana Algebra I Online initiative represents one type of online model than can address both the need for improving course offerings and for addressing teacher shortages. The goal of the model is to improve educational opportunities for students by providing them with a high-quality, standards-based curriculum delivered online by a certified mathematics teacher and to support the professional development of teachers in hard-to-staff schools by partnering them with a highly qualified teachermentor who is available online. The innovation of this model for online learning is that it integrates classroom-based learning with virtual learning thereby providing students with the structure andopportunities afforded by regular class meetings and supports the professional development of uncertified teachers through ongoing and embedded professional development opportunities.This research suggests that the Louisiana Algebra I Online model is a viable online model for providing teachers with an effective model for authentic and embedded professional development that is relevant to their classroom experiences.

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