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Author: Lori Kelsey
Publisher:
ISBN:
Category : Organizational change
Languages : en
Pages : 264
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Book Description
The purpose of this evaluative case study was to explore teachers' and administrators' perceptions of the organizational capacity during an initial implementation of a systemic change in professional development at a K-8 school. Educational reform acts such as the No Child Left Behind Act of 2002 pressure public school systems to increase student achievement. School district personnel abide by making systemic changes in professional development. For organizations to make such systemic changes, first the culture must change. In an era of ongoing educational reform, it remains important to continually build upon the evidentiary body of literature so that the nation's students will potentially benefit from the highest quality of instruction provided by teachers working within a system of highly developed organizational capacity. Through application of Guskey's evaluation model, the researcher employed a mixed methodology approach that examined the following five critical aspects of organizational capacity: school vision and leadership, collective commitment and cultural norms, knowledge or access to knowledge, organizational structure and management, and resources. Data collection of the purposeful sample occurred in three phases and included a two-part teacher participant survey, teacher focus group interviews, and administrator semi structured interviews. Key findings emerged from cross case and within case data analysis. These key findings emphasized that perceptions of collective commitment and cultural norms may potentially influence other critical aspects of organizational capacity and therefore may potentially increase or decrease the complexities of systemic change during the initial implementation of a professional development program. Recommendations for future research include studies designed to explore the collective commitment and cultural norms of successful local schools' within the context of systems that sustain a continuous cycle of learning. Recommendations for future practice include assessing collective commitment and cultural norms prior to systemic change and during the life of a program.
Author: Lori Kelsey
Publisher:
ISBN:
Category : Organizational change
Languages : en
Pages : 264
Get Book Here
Book Description
The purpose of this evaluative case study was to explore teachers' and administrators' perceptions of the organizational capacity during an initial implementation of a systemic change in professional development at a K-8 school. Educational reform acts such as the No Child Left Behind Act of 2002 pressure public school systems to increase student achievement. School district personnel abide by making systemic changes in professional development. For organizations to make such systemic changes, first the culture must change. In an era of ongoing educational reform, it remains important to continually build upon the evidentiary body of literature so that the nation's students will potentially benefit from the highest quality of instruction provided by teachers working within a system of highly developed organizational capacity. Through application of Guskey's evaluation model, the researcher employed a mixed methodology approach that examined the following five critical aspects of organizational capacity: school vision and leadership, collective commitment and cultural norms, knowledge or access to knowledge, organizational structure and management, and resources. Data collection of the purposeful sample occurred in three phases and included a two-part teacher participant survey, teacher focus group interviews, and administrator semi structured interviews. Key findings emerged from cross case and within case data analysis. These key findings emphasized that perceptions of collective commitment and cultural norms may potentially influence other critical aspects of organizational capacity and therefore may potentially increase or decrease the complexities of systemic change during the initial implementation of a professional development program. Recommendations for future research include studies designed to explore the collective commitment and cultural norms of successful local schools' within the context of systems that sustain a continuous cycle of learning. Recommendations for future practice include assessing collective commitment and cultural norms prior to systemic change and during the life of a program.
Author:
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 528
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Book Description
The purpose of this evaluative case study was to explore teachers' and administrators' perceptions of the organizational capacity during an initial implementation of a systemic change in professional development at a K-8 school. Education reform acts such as the No Child Left Behind Act of 2002 pressure public school systems to increase student achievement. School district personnel abide by making systemic changes in professional development. For organizations to make such systemic changes, first the culture must change. In an era of ongoing educational reform, it remains important to continually build upon the evidentiary body of literature so that the nation's students will potentially benefit from the highest quality of instruction provided by teachers working within a system of highly developed organizational capacity. Through application of Guskey's evaluation model, the researcher employed a mixed methodology approach that examined the following five critical aspects of organizational capacity: school vision and leadership, collective commitment and cultural norms, knowledge or access to knowledge, organizational structure and management, and resources. Data collection of the purposeful sample occurred in three phases and included a two-part teacher participant survey, teacher focus group interviews, and aministrator semi structured interviews. Key findings emerged from cross case and within case data analysis. These key findings emphasized that perceptions of collective commitment and cultural norms may potentially influence other critical aspects of organizational capacity and therefore may potentially increase or decrease the complexities of systemic change during initial implementation of a professional development program. Recommendations for future research include studies designed to explore the collective commitment and cultural norms of successful local schools' within the context of systems that sustain a continuous cycle of learning. Recommendations for future practice include assessing collective commitment and cultural norms prior to systemic change and during the life of a program.
Author: Delores B. Lindsey
Publisher: Corwin Press
ISBN: 1452291918
Category : Education
Languages : en
Pages : 121
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Book Description
Professional development that increases educator effectiveness and student success! This volume gives teachers and administrators a detailed roadmap for implementing the Outcomes standard. Deepen you knowledge of this standard with: An original essay by Delores B. Lindsey and Randall B. Lindsey on using the lens of Cultural Proficiency to highlight the theme of educational equity that is embedded in the standard Practical tools that guide leaders in finding coherence between performance standards for educators and curriculum standards for students A powerful case study to illustrate how the standard was enacted across a major urban school district With this book, educators will reach new heights in professional growth and students will reap the benefits!
Author: Sally J. Zepeda
Publisher: Routledge
ISBN: 1317925998
Category : Education
Languages : en
Pages : 333
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Book Description
This top-selling book will serve as the compass and road map to your school’s professional development journey. A comprehensive and authoritative resource you will go to again and again, this book helps guide principals, directors of professional development, school/district committees, and other leaders in creating an effective professional development program that moves ideas from knowledge to action. Topics include: Learning Communities Job-Embedded Learning Coaching Teacher Study Groups Critical Friends Lesson Study Portfolios And more! Additionally, this book features helpful case studies, useful forms and templates, sample agendas, and other invaluable resources for professional development. The second edition contains the following enhancements: Expanded coverage of job-embedded learning, which is a cost-effective way for administrators to enhance professional development with their staff More information on the theoretical grounding of professional development with applications that can be readily adapted for use in schools Updated references and figures to reflect newly published literature on the topics covered User-friendly tabs, so you can find and return to your favorite sections time after time
Author: Isabel Sawyer
Publisher: Corwin Press
ISBN: 1544336780
Category : Education
Languages : en
Pages : 152
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Book Description
You’ve just found your new comprehensive guide to designing powerful professional learning! Full of protocols, vignettes, and case studies, this book dissects elements of professional learning, like coherence, connections, and content, and examines each through an evidence-based lens. Destined to become a go-to resource for anyone in a teacher-support role, this book analyzes research from the past 25 years on what makes professional learning work. In addition to focusing on the often-neglected role of the facilitator itself, other features include: A multi-year implementation framework to improve instructional practice Planning tools to shift instruction at the school and district level Techniques and strategies to embed content-based learning for all educators
Author: Glen D. Fielding
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 96
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Book Description
This monograph highlights important findings and guidelines that have emerged from over a decade of research at the University of Oregon's Center for Educational Policy and Management (CEPM) concerning the continued professional development of school personnel. After a brief introduction, the booklet is divided into three sections. The first, "Foundations," introduces a framework for thinking about continued professional development. The framework identifies key factors in analyzing or designing a professional development program and introduces basic concepts. This is followed by a brief review of prevailing staff development practices. The second section, "Research and Development," consists of three chapters that describe CEPM-affiliated projects aimed at increasing the effectiveness, respectively, of teachers, programs, and the organization as a whole. Section 3, "Action," presents guidelines for district administrators in designing professional development programs and for principals in implementing them at the school level. The booklet closes with a discussion of challenges that lie ahead for professional development. A bibliography is included. (TE)
Author: Linda E. Martin
Publisher: Guilford Publications
ISBN: 1462515274
Category : Education
Languages : en
Pages : 593
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Book Description
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.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1522516255
Category : Education
Languages : en
Pages : 2224
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Book Description
The delivery of quality education to students relies heavily on the actions of an institution’s administrative staff. Effective leadership strategies allow for the continued progress of modern educational initiatives. Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications provides comprehensive research perspectives on the multi-faceted issues of leadership and administration considerations within the education sector. Emphasizing theoretical frameworks, emerging strategic initiatives, and future outlooks, this publication is an ideal reference source for educators, professionals, school administrators, researchers, and practitioners in the field of education.
Author: Bruce Joyce
Publisher: Corwin Press
ISBN: 1412978068
Category : Education
Languages : en
Pages : 161
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Book Description
This comprehensive resource examines five major models of professional development and how they can be implemented and tailored to meet the multifaceted needs of any school or district.
Author: Susan Loucks-Horsley
Publisher: Corwin Press
ISBN: 1452272557
Category : Education
Languages : en
Pages : 425
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Book Description
"This third edition represents the gold standard of resources for those working in the field of professional development. My staff and I highly recommend this book as a primary resource for designing and continuously improving professional development programs for teachers of science and mathematics. Unlike other resources, this unique and important book provides current research, an updated strategic planning framework, and access to a portfolio of best practices for informing your work." —Sally Goetz Shuler, Executive Director National Science Resources Center "In the 21st century when STEM education has become vital for our students and our nation and the importance of quality professional development has increased at least tenfold, this seminal work should be required reading for every education leader. It is both practical and scholarly in guiding a school toward a culture of continuous learning and improvement." —Harold Pratt, President, Science Curriculum Inc. Former President, National Science Teachers Association The classic guide for designing robust science and mathematics professional development programs! This expanded edition of one of the most widely cited resources in the field of professional learning for mathematics and science educators demonstrates how to design professional development for teachers that is directly linked to improving student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects current research on PD design, underscores how beliefs and local factors can influence the PD design, illustrates a wide range of PD strategies, and emphasizes the importance of: Continuous program monitoring Combining strategies to address diverse needs Building cultures that sustain learning An inspiring blend of theory and practical wisdom, Designing Professional Development for Teachers of Science and Mathematics remains a highly regarded reference for improving professional practice and student achievement.
