Commentary: Align Professional Development, Classroom Practice, and Student Progress in the Curriculum and You'll Improve General Education for all Students

1998 ◽  
Vol 21 (1) ◽  
pp. 75-84 ◽  
Author(s):  
Charles R. Greenwood
Keyword(s):  
Professional Development ◽  
General Education ◽  
Classroom Practice ◽  
Education For All ◽  
Student Progress

Teachers’ Professional Development in a Climate of Educational Reform

1993 ◽  
Vol 15 (2) ◽  
pp. 129-151 ◽  
Author(s):  
Judith Warren Little
Keyword(s):  
Professional Development ◽  
Educational Reform ◽  
Subject Matter ◽  
Classroom Practice ◽  
School Organization ◽  
Reform Initiatives ◽  
Coaching Model ◽  
Development Policies ◽  
Teachers Professional Development ◽  
Policies And Practices

This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices.

An Adaptation of Multitiered Systems of Professional Development to Support Teacher Implementation of Tier 2 Behavioral Supports

2021 ◽  
pp. 107429562110266
Author(s):  
Mark D. Samudre ◽  
Jonathan L. Burt ◽  
Lauren M. LeJeune
Keyword(s):  
Professional Development ◽  
General Education ◽  
Behavior Management ◽  
Behavioral Interventions ◽  
Tier 2 ◽  
Teacher Implementation ◽  
Behavioral Supports ◽  
Intervention Team ◽  
Intensive Approach ◽  
Support Teacher

General education teachers encounter challenges with behavior management that are compounded by limited experience and training on implementing targeted behavioral supports. One research-based method to support teacher implementation of behavioral interventions is on-site coaching. Unfortunately, coaching can be a time- and resource-intensive approach to professional development. The purpose of this article is to provide intervention team leaders with a step-by-step process for providing feasible coaching support to teacher implementers of Tier 2 behavioral supports.

Coaching to oversee student progress in clinical and professional development

2021 ◽  
Author(s):  
Romesh P. Nalliah ◽  
Vidya Ramaswamy ◽  
Stephen J Stefanac
Keyword(s):  
Professional Development ◽  
Student Progress

Teacher Data Analysis and Assets-Based Discourses about Multilingual Youth: Exploration of Relationships

2020 ◽  
Vol 122 (11) ◽  
pp. 1-42
Author(s):  
Daniella Molle
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Classroom Practice ◽  
Data Use ◽  
Well Being ◽  
Multilingual Students ◽  
Study Approach ◽  
Mediational Role ◽  
Teacher Data ◽  
Over Time

Context The pervasiveness of deficit-based discourses about multilingual students has long been documented in the scholarly literature. Such discourses severely erode the learning and well-being of multilingual youth. One of the spaces in which deficit-based discourses about students may be transformed is professional development. Focus of the Study The study connects a key practice of high-quality professional development, the analysis of classroom evidence of student learning, to student-focused discourses about multilingual youth. The research questions the study addresses are: As they make sense of data together, (a) how do teachers discursively position multilingual youth? and (b) what factors reinforce and undermine assets-based discourses about multilingual youth? Research Design Leveraging a case study approach, I explore how a team of three middle-school teachers positions students while analyzing classroom evidence during a one-year professional development designed for educators of multilingual youth. I rely primarily on transcripts of professional development sessions to trace student positioning by the team over time as teachers analyze dissimilar types of classroom evidence. Findings The findings reveal complex mediational relationships among teachers’ data use, student positioning, and shared theories of student engagement. These co-constructed theories reinforce deficit views of students when student reasoning and participation in learning are obscured by the data teachers are exploring. When the data make the process of student engagement available for reflection, however, teachers shift toward assets-based discourses. In addition, the findings shed light on relationships between type of evidence and implications for classroom practice. The teachers in the study shift their focus from teacher-centered instruction to the scaffolding of student interaction when the data make visible student participation in learning. Conclusions The study contributes to a nascent knowledge base about the complex relationships between teacher analysis of classroom evidence and assets-based discourses about all students and multilingual students in particular. The findings expand current conceptualizations of teacher data use by foregrounding student positioning over time as a key element of teacher sensemaking, and revealing the significant mediational role that shared theories of student engagement play in teachers’ data use. In terms of practical implications, the study offers insights into the mechanisms through which assets-based discourses about multilingual youth can be fostered across learning contexts.

scholarly journals Personal style of cognition (cognitive traction) and the level of involvement of the student (engagement) in the assessment and development of digital competencies of the teacher

2021 ◽  
Vol 291 ◽  
pp. 05026
Author(s):  
O.M. Chorosova ◽  
G.S. Solomonova ◽  
N.Yu. Tulasynova ◽  
A.Z. Alekseeva ◽  
M.V. Ivanov
Keyword(s):  
Professional Development ◽  
General Education ◽  
Personal Development ◽  
Structural Model ◽  
Cognitive Model ◽  
Basic Research ◽  
Intermediate Stage ◽  
Cognitive Models ◽  
Digital Competence ◽  
Digital Competencies

The article presents the results of the intermediate stage of the research conducted within the framework of the project of the Russian Foundation for Basic Research No. 19-29-14030 ”Cognitive models and algorithms for the formation of digital competence of a teacher in the conditions of digitalization of general education”. The project is aimed at improving the effectiveness of the teacher’s activities in the context of digitalization of education by developing the digital competence of the teacher through the introduction of cognitive models and algorithms for evaluating the digital competencies of teachers and making decisions on the design or adjustment of professional development programs. The current state of the problem of professional and personal development of teachers in the context of digitalization of education, their digital competence, approaches to the identification of digital competencies and their assessment is studied, conceptual approaches to the identification of digital competencies of teachers are defined and the main indicators of their assessment are developed. At the second stage (2021), a structural model of the organization of professional development of teachers is being developed, taking into account the requirements of digitalization of general education on the basis of a competence-based approach. There is also the task of developing a cognitive model of the advanced training program (ATP), which allows us to take into account the strength of the links between the studied modules and digital competencies based on the application of an algorithm for assessing the significance of disciplines. The results of this work are proposed for discussion in this article.

Becoming a Thinking Thinker: Metacognition, Self-Reflection, and Classroom Practice

2009 ◽  
Vol 111 (8) ◽  
pp. 1997-2020
Author(s):  
Daric Desautel
Keyword(s):  
English Language Learners ◽  
General Education ◽  
Learning Strategies ◽  
Classroom Practice ◽  
Classroom Teacher ◽  
Instructional Program ◽  
Metacognitive Knowledge ◽  
Effective Work ◽  
Self Reflection ◽  
Work Habits

Background/Context Metacognition has been a subject of study for cognitive theorists, behaviorists, educators, and others. The term metacognition has traditionally and simply been defined as “thinking about thinking,” yet it describes a complex process that can result in a nuanced understanding of oneself as a thinker and a learner. Metacognition (as a process) and metacognitive knowledge (as a product) are seen as important components of cognitive development and signs of intellectual maturity. The development of metacognitive knowledge is not, however, reserved for adult learners. Robust metacognitive knowledge can help young students consciously apply learning strategies, develop effective work habits, and assess their own performance. Objective The purpose of this study was to explore what practices lead to successful self-reflection and promote metacognitive development in young learners. The author believes that elementary students who are aware of their tasks and have knowledge of themselves as learners will more effectively apply learning strategies, develop effective work habits, and generally enjoy a richer learning experience. In the interest of best classroom practices, the author has selected activities and routines that complement the existing curriculum and instructional program. Setting This study was conducted in an urban elementary school. Participants This study was conducted by a classroom teacher with his second-grade students. These students include English language learners of a range of ethnicities, students who receive special education services, and general education students. Research Design This action research study was designed as a qualitative case study. After assessing student metacognitive knowledge with a survey of reading strategies, the author began a course of instruction in skills and habits that he believed might promote self-reflection and metacognition. These skills and habits included directed goal-setting, the use of language prompts to articulate mental events, posttask written self-reflections, and posttask oral conversations. Data collected following this instruction consisted of observations of student interactions, written records of students’ conferences along with the academic goals they set on a weekly basis, and the written products of reflective journal writing and posttask self-reflections.

Changing the Face of ELA Classrooms

2014 ◽  
pp. 981-998
Author(s):  
Dianna L. Newman ◽  
Victoria C. Coyle ◽  
Lori A. McKenna
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Teacher Behavior ◽  
Mobile Technologies ◽  
Pedagogical Content ◽  
Development Models ◽  
Learning Standards ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
The Face

This chapter looks at the delivery of professional development on technological pedagogical content knowledge (TPACK), designed to increase teachers' abilities to integrate technology into ELA curriculum. Using TPACK and 21st century SCALE frameworks as a foundation, both stipend-based and embedded professional development models provided teachers with skills to integrate mobile technologies into classroom pedagogies, modifying or redesigning selected units of instruction. Change in teacher behavior was evidenced by direct observation of teachers' integration of technology into classroom practice, and their use of technology to support lesson plans aligned to state and common core learning standards in the classroom. Student outcomes include performance on teacher developed action research, attendance, and increased ability to meet learning standards.

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