scholarly journals Connecting differentiated professional development to school improvement goals

2013 ◽  
Author(s):  
Mark W. Branco
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
Differentiated Professional Development

Can we talk about good professional dialogue?

SecEd ◽  
2021 ◽  
Vol 2021 (1) ◽  
pp. 44-45
Author(s):  
Sean Harris
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
Teacher Development

Schools within the Consilium Academies MAT are using professional development discussions to secure school improvement, boost teacher development and ensure that teachers have the opportunity to talk. Sean Harris finds out more

Teacher Collaborative Action Research

2018 ◽  
Vol 28 (2) ◽  
pp. 173-201
Author(s):  
Katherine A. Curry ◽  
Jackie Mania-Singer ◽  
ED Harris ◽  
Shawna Richardson
Keyword(s):  
Professional Development ◽  
Action Research ◽  
School Improvement ◽  
Distributed Leadership ◽  
Professional Practice ◽  
Qualitative Case Study ◽  
Collaborative Action Research ◽  
Improvement Strategy ◽  
Collaborative Action

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.

Learning Transfer: The Missing Linkage to Effective Professional Development

2020 ◽  
Vol 23 (3) ◽  
pp. 32-47
Author(s):  
Corinne Brion
Keyword(s):  
Professional Development ◽  
Middle School ◽  
School Improvement ◽  
Learning Transfer ◽  
Educational Leaders ◽  
Multidimensional Model ◽  
Effective Professional Development ◽  
American Schools

This case study illustrates the perspectives of leaders and teachers regarding professional development and learning transfer as they relate to school improvement. The case study is set in a Midwestern middle school that is representative of many other American schools. It encourages future administrators to participate in meaningful conversations about effective professional development and learning transfer. The hope is to better understand how school leaders can plan, assess, and follow up post professional development events using a Multidimensional Model of Learning Transfer (MMLT). The case poses questions designed to prepare educational leaders to provide effective professional development for their teachers.

The Best Path to Systemic Educational Policy: Standard/Centralized or Differentiated/Decentralized?

1993 ◽  
Vol 15 (3) ◽  
pp. 233-254 ◽  
Author(s):  
William H. Clune
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
School Improvement ◽  
Educational Policy ◽  
Technical Assistance ◽  
Educational Governance ◽  
High Stakes ◽  
Curriculum Frameworks ◽  
Student Assessments ◽  
Educational Indicators

Systemic educational policy recommends creating more ambitious instruction in schools through a centralized strategy of mandatory curriculum frameworks, high-stakes student assessments, and coordinated teacher training. This article suggests serious problems with such a strategy and recommends a decentralized alternative involving local choice of curricula, technical assistance, and professional development. Arguments for, problems with, and alternatives to the centralized strategy are examined in eight dimensions of educational policy: curriculum development, curriculum stratification, educational indicators, high-stakes examinations for students, school improvement, educational finance, educational governance, and teacher training. The article concludes with recommendations for policy and research.

Funding Staff Development for School Improvement and Student Achievement

1999 ◽  
Vol 83 (610) ◽  
pp. 49-54
Author(s):  
Ann Simpson Applewhite
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Staff Development ◽  
School Improvement ◽  
School Reform ◽  
Professional Growth

While staff development is an integral ingredient for encouraging school reform, there may be little funding in district budgets for professional development. Without specific goals and a guiding vision, teachers are often left alone to find classes they need for professional growth or recertification, which may not match the focus established in their school.

scholarly journals Inspiring teaching: learning from exemplary practitioners

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pamela Sammons ◽  
Ariel Mariah Lindorff ◽  
Lorena Ortega ◽  
Alison Kington
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Design Methodology ◽  
Small Scale ◽  
Multiple Perspectives ◽  
New Evidence ◽  
Practical Implications

Purpose The purpose of this paper is to investigate the concept of ' inspiring teaching' based on case studies of exemplary practitioners in England to inform professional development and collaborative learning and support school improvement. Design/methodology/approach The study adopted a mixed methods design involving multiple perspectives. Data sources included interviews with teachers, two systematic classroom observation schedules and qualitative field notes from classroom observations. Quantitative and qualitative findings were integrated to allow for triangulation and synthesis. Findings The ‘inspiring’ sample of teachers exhibited many strengths in terms of the characteristics of more effective teaching identified in previous literature. However, the integration and synthesis of evidence also reveals core features of inspiring practice and highlighted the strong emotional and reflective components that distinguish inspiring practice, including: positive relationships; good classroom/behaviour management; positive and supportive climate; formative feedback; high quality learning experiences; enjoyment, and high levels of student engagement and motivation. Research limitations/implications This small-scale study was based on a purposive sample of 17 teachers in England therefore results cannot necessarily be generalised to other contexts. Practical implications The research findings and approaches can be used to support teachers' professional development and provide resources to promote collaboration in developing professional learning communities. Originality/value The investigation provides new evidence on the characteristics, practices and views of inspiring teachers. The use of multiple perspectives and integration of findings provides new evidence to inform and support the development of professional learning communities.

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