Collective Participation Professional Development in Standards-based Instruction PDF Download
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Author: Sherry Wise
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 0
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Book Description
Professional development remains an essential element in school achievement initiatives. There is an increasing need to learn more about the impact of collective participation professional development on teacher perception of initiative trainings. However, it is difficult to understand what meaning and purpose district wide educators and leaders ascribe to the instructional implementation of standards-based instruction given ongoing collective participation in professional development experiences. This concurrent triangulation mixed methods study examines the shared perception of standards-based instruction given the district's implementation of collective participation professional development. Gaps between what teachers believe is being implemented and what instructional leaders report observing is discussed. Implications and recommendations for professional developers, teachers, and administrators are discussed. Quantitative survey responses of 99 teachers and 16 instructional leaders from 10 schools together with qualitative replies revealed that teachers and instructional leaders had very different perceptions of SBI and the initiative implemented by the District. Results also revealed that both teachers and instructional leaders had differing perceptions of both their own role and the role of the other. Participants indicate that barriers such as content and resources impaired the implementation. Given the rigorous demands of school reform, professional development is at the heart of successful implementation. In addition, Standards-Based Instruction is a promising approach to positively influencing student success. Therefore, each must be given ample attention to assist our students with becoming productive adults and citizens.
Author: Sherry Wise
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 0
Get Book Here
Book Description
Professional development remains an essential element in school achievement initiatives. There is an increasing need to learn more about the impact of collective participation professional development on teacher perception of initiative trainings. However, it is difficult to understand what meaning and purpose district wide educators and leaders ascribe to the instructional implementation of standards-based instruction given ongoing collective participation in professional development experiences. This concurrent triangulation mixed methods study examines the shared perception of standards-based instruction given the district's implementation of collective participation professional development. Gaps between what teachers believe is being implemented and what instructional leaders report observing is discussed. Implications and recommendations for professional developers, teachers, and administrators are discussed. Quantitative survey responses of 99 teachers and 16 instructional leaders from 10 schools together with qualitative replies revealed that teachers and instructional leaders had very different perceptions of SBI and the initiative implemented by the District. Results also revealed that both teachers and instructional leaders had differing perceptions of both their own role and the role of the other. Participants indicate that barriers such as content and resources impaired the implementation. Given the rigorous demands of school reform, professional development is at the heart of successful implementation. In addition, Standards-Based Instruction is a promising approach to positively influencing student success. Therefore, each must be given ample attention to assist our students with becoming productive adults and citizens.
Author: Shirley M. Hord
Publisher: Corwin Press
ISBN: 1452291799
Category : Education
Languages : en
Pages : 129
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Book Description
When teachers learn from each other, students reap the benefits. The first in a series exploring each of Learning Forward’s seven Standards for Professional Learning, this book helps readers understand what it takes to establish and maintain professional learning communities (PLCs) so they increase educator effectiveness and provide the best outcomes for students. This definitive volume details how the Learning Forward standards for professional learning can be applied successfully in any school, and includes: An original essay designed to stretch readers’ thinking by introducing the underlying theory, research, and practice behind learning communities A guide to implementing the Learning Communities standard, with an overview of six critical attributes of PLCs and the seven-step cycle of continuous improvement A case study of the district-wide implementation of PLCs, containing detailed analysis of what worked.
Author: Judith Warren Little
Publisher:
ISBN:
Category : Professional learning communities
Languages : en
Pages : 40
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Book Description
Provides a research-based blueprint for teacher learning, including the goals it can serve, strategic content priorities, and effective approaches or strategies. In "learning-centered" schools - where there is an emphasis on both student and teacher learning - teacher professional communities are the hub of a learning system that focuses on instructional improvement. These communities are strategically linked with various other modes of professional development within and outside the school.
Author: Milbrey W. McLaughlin
Publisher: Teachers College Press
ISBN: 0807774995
Category : Education
Languages : en
Pages : 162
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Book Description
Building on extensive evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. McLaughlin and Talbert—foremost scholars of school change and teaching contexts—provide an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities. Offering a compelling, straightforward blueprint for action, this book: Takes a comprehensive look at the problem of improving the quality of teaching across the United States, based on evidence and examples from the authors’ nearly two decades of research.Demonstrates how and why school-based teacher learning communities are bottom-line requirements for improved instruction. Outlines the resources and supports needed to build and sustain a long-term school-based teacher professional community. Discusses the nature of high-quality professional development to support learning and changes in teaching.Details the roles and responsibilities of policymakers at all levels of the school system. “This book offers vivid examples of how teacher learning communities are formed and sustained. A must-read for educators at all levels who are serious about enacting change.” —Amy M. Hightower, Assistant Director, American Federation of Teachers
Author: Michael Fullan
Publisher: Corwin Press
ISBN: 1452291853
Category : Education
Languages : en
Pages : 105
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Book Description
Your path to implementation success starts here! Get the knowledge and know-how to put Leaning Forward’s Standards of Professional Learning into practice with this thoroughly researched book from recognized leaders in the field. Deepen your knowledge of the standards and learn to: Use professional learning as a powerful lever for long-term change Invest in human and social capital to promote school-wide success through an original “think piece” by Michael Fullan Connect the standards to your site-specific needs Includes an overview of the standard, an inspirational case study, and, an array of practical tools. Discover what it takes to implement lasting, high-impact improvements in teaching and learning. This expert resource will show you how!
Author: Daniel M. Perna
Publisher: Corwin Press
ISBN: 1483360083
Category : Education
Languages : en
Pages : 145
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Book Description
"The authors have designed a process that respects the teacher′s professionalism and works to collaborate with stakeholders in a discussion about standards and possible educational outcomes without becoming mechanical." -From the Foreword by Fenwick W. English Create a standards-based instructional plan that works! In recent years, educational reform has required standards-based instruction and high levels of accountability from schools. To cope with an overcrowded and often overwhelming curriculum, educators need a way to meet the challenge of translating standards into effective teaching and learning. Aligning Standards and Curriculum for Classroom Success provides teachers with the tools and strategies they need to plan instruction that meets state and national standards. This updated, revised edition includes the latest research about standards and curriculum design, expanded coverage of the development of criterion standards, increased attention to assessment, and new sample instructional plans. It also features: A structured dialogue process to help stakeholders reach consensus about what students should learn Step-by-step directions for developing criterion standards Guidelines for designing instructional plans based on standards Strategies for using standards to integrate the curriculum Examples of standards-based instructional plans for different content areas, courses, and grade levels A framework for ensuring that teachers evaluate students consistently and with continuity throughout a school or district Providing high-quality instruction and ensuring student achievement in a standards-driven system is a challenge for all educators. This guide offers all the tools needed to successfully align standards to lesson planning.
Author: Victoria J. Risko
Publisher: Teachers College Press
ISBN: 0807775010
Category : Education
Languages : en
Pages : 156
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Book Description
Risko and Vogt provide a unique and progressive approach for engaging the professional learning of teachers of literacy, reading specialists, literacy coaches and instructional leaders, content specialists, and administrators. Their deliberate use of Professional Learning signals the importance of educators engaging in authentic and inquiry-based decision-making. They describe and provide examples of needs assessments and progress monitoring activities that are embedded within differentiated professional learning activities, such as book clubs, lesson study, family literacy groups, and peer and literacy coaching. Actions and decisions are directed by questions generated by teachers, coaches, and administrators as they engage in collaborative and self-directed efforts to advance their knowledge and resolve dilemmas that impact instruction and students’ learning. Book Features: Provides authentic examples for implementing professional learning (PL) that addresses and resolves authentic dilemmas educators and students face.Synthesizes current research on effective professional learning with a literacy emphasis.Describes evidence-based and differentiated professional learning opportunities that engage instructional changes that are situated within meaningful and school-based applications.Advances knowledge about applications of professional learning that is collaborative, substantive, situated, dynamic, intense, and personal. Makes explicit connections to Common Core and similar State standards-based instruction.Includes reflection and self-study questions at the end of each chapter. “Professional Learning in Action will help close the ‘knowing/doing’ gap.... [The authors] have developed a systematic way to ensure that teachers are members of collaborating learning groups that harness the power of collective teacher efficacy.” —From the Foreword by Douglas Fisher, professor of educational leadership, San Diego State University “A must-read for educators involved in supporting high-quality literacy teaching. Current research about the importance of job-embedded, authentic professional learning serves as the foundation for the many practical ideas in this book.” —Rita M. Bean, professor emerita, University of Pittsburgh “This book will make a compelling contribution as a guiding resource for teachers and for those who support teachers' professional learning. It is focused on the needs of adult learners, respectful of teachers’ knowledge, and responsive to dynamic changes in educational standards.” —Maryann Mraz, University of North Carolina at Charlotte
Author: Andy Hargreaves
Publisher: Teachers College Press
ISBN: 0807771708
Category : Education
Languages : en
Pages : 241
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Book Description
The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].
Author: Patrick Baccellieri
Publisher: Shell Education
ISBN: 9781425805180
Category : Decision making
Languages : en
Pages : 196
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Book Description
This brand-new resource uses data in decision making to improve student learning by promoting a school-wide learning community. It is written to help motivate staff to participate in choosing goals and instructional strategies while keeping the focus on improving student achievement.
Author: Richard DuFour
Publisher: Solution Tree
ISBN: 9781879639607
Category : Education
Languages : en
Pages : 0
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Book Description
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.
