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Role Group Strategies:
District Office
Establish/adopt standards for high-quality professional development.
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NSDC Standards for Staff Development
The National Staff Development Council (2001)
http://www.nsdc.org/standards/index.cfm
The National Staff Development Council is widely recognized as a leader in the area of professional development for educators. This web link connects to a list of standards developed by the NSDC for professional development opportunities. The standards are broken into three categories: Context Standards, Process Standards, and Content Standards. These standards are useful as a “measuring stick” for communities examining the types of professional development opportunities available to their teachers. |
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Sights and Sounds of Implementing Standards
Hirsh, S. (2004, February). Results. National Staff Development Council
http://www.nsdc.org/library/publications/results/res2-04hirs.cfm
This article from the National Staff Development Council describes what a person would see and hear in a school district with standards-based professional development. The real-world examples map out steps that schools and districts could take to make standards-based professional development a priority.
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Sustaining School Improvement: Professional Development
Mid-continent Research for Education and Learning. (2003).
http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_profdevfolio.pdf
This document outlines the key elements of effective professional development programs, offers strategies that school leadership teams can use when establishing professional development programs, provides a rubric for evaluating professional development within a school and shares a ‘success story’ from Witters/Lucerne Elementary School in Thermopolis, Wyoming.
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Test Your Professional Development IQ
The National Staff Development Council. (2003, August/September)
http://www.nsdc.org/library/publications/tools/tools8-03pdiq.cfm
This quiz, created by the National Staff Development Council, allows school leaders and community members to evaluate their understanding of quality professional development and to reflect on the nature of effective learning experiences for teachers. Along with the correct answers to each quiz question, the website includes references for further reading and suggestions for various situations in which the quiz can spur productive discussion.
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Examining the Teaching Life
Wiggins, Grant and Jay McTigue. (Mar. 2006). Educational Leadership
http://snipurl.com/WigginsMcTighe
Grant and McTigue suggest that “learning about learning” should be mandatory and that schools should develop a Learning Bill of Rights that provides criteria for ensuring effective peer review and self assessment. Although they recommend that school staffs develop their own principles, the authors provide nine sample principles to spur discussion. They also discuss how to promote these principles in schools in a way that does not offend individual teachers.
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How do School Districts Affect the Quality of Professional Development Provided to Teachers? Results from a National Sample of Districts
Desimone, L., Porter, A.C., Birman, B.F., Garet, M.S., and Yoon, K.S. (2002) Teachers College Record, 104(7), 1265-1312.
http://www.tcrecord.org/ExecSummary.asp?ContentID=10979
Based on a study of the professional development practices of over 400 schools nationwide, this report outlines supports necessary to increase the capacity of districts to provide high-quality professional development. It details the importance of aligning professional development to system standards, using data to drive decision-making, focusing on continuous improvement rather than isolated learning opportunities, and involving teachers in the planning of professional development.
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Learner-Centered Professional Development
Hawley, W.D., and Valli, L. (2000, August). Phi Delta Kappa Research Bulletin, 27.
http://www.pdkintl.org/edres/resbul27.htm
This brief from Phi Delta Kappa outlines nine basic principles of learner-centered professional development, which provide a guide for schools and districts in the development, implementation, and assessment of these new techniques to increase teacher learning.
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NSDC Standards for Staff Development
The National Staff Development Council (2001)
http://www.nsdc.org/standards/index.cfm
The National Staff Development Council is widely recognized as a leader in the area of professional development for educators. This web link connects to a list of standards developed by the NSDC for professional development opportunities. The standards are broken into three categories: Context Standards, Process Standards, and Content Standards. These standards are useful as a “measuring stick” for communities examining the types of professional development opportunities available to their teachers. |
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Professional Development Analysis
McREL. (2005). McREL Insights - Professional Development Analysis.
http://www.mcrel.org/PDF/ProfessionalDevelopment/5051IR_Prof_dvlpmt_analysis.pdf
In this report, McREL synthesizes existing research on the influence of standards-based professional development on teaching and student learning. The authors find that the most successful professional development is coherent, of considerable duration, pertains to specific subject matter or teaching strategies, and involves the collective participation of teachers and active learning. On the basis of the summarized research, McREL offers a series of recommendations, such as focusing on the particular needs the district, to increase the effectiveness of professional development.
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Redefining Professional Development: Schools Can Become True Learning Communities for Teachers
The Center for Comprehensive School Reform and Improvement (Feb. 2006)
http://view.exacttarget.com/?ffcb10-fe9b10707664077c7c-fe5b1c72706d037f7517-fefc1575706602
This newsletter synthesizes decades of research to provide characteristics of successful professional development and provides recommendations on how to maximize its effectiveness. Namely, the authors recommend greater focus on professional development from educators, policymakers, and administrators. They also advocate varying the format of different professional development offerings, actively engaging teachers by responding to their learning styles and interests, and broadening the definition of professional development to include peer observation and collaboration.
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District Office
Examine/promote/adopt models for professional development that have been successful in other areas with similar demographics.
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Profiles of Selected Promising Professional Development Initiatives
Cohen, C., Gerber, P., Handley, C., Kronley, R., and Parry, M. (2001, June). The Finance Project
http://www.financeproject.org/Publications/profiles.pdf
This report prepared by the Finance Project in 2001 profiles sixteen diverse professional development models. The descriptions include information on the program structure, costs and financing, results, and lessons learned from the particular model.
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Schools to Watch
The Education Development Center. (2004).
http://www.schoolstowatch.org/what.htm
The National Forum to Accelerate Middle Grades Reform has established a program called “Schools to Watch,” which highlights middle schools nationwide that are academically excellent, developmentally responsive and socially equitable. This site outlines the Schools to Watch program and provides a virtual tour of four middle schools from across America. One of the chief criteria used in selecting schools to highlight was a high-quality, results-driven staff development program.
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Teacher Quality: Teachers Teaching Teachers
Christensen, Linda. (Winter 2005/2006). Rethinking Schools
http://www.rethinkingschools.org/archive/20_02/ttt202.shtml
Linda Christensen, a high school English teacher from Portland, Oregon, writes that teachers find professional development lead by classroom teachers to be the most productive. She describes her experiences with the Portland Writing Project, summer curriculum camps, and professional development days, all of which are teacher-lead and actively involve teachers in reflection, writing, and curriculum development.
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Teachers Who Learn, Kids Who Achieve: A Look at Schools with Model Professional Development
WestEd Regional Educational Laboratory. (2000).
http://www.wested.org/online_pubs/teachers_who_learn/TeachLearn.pdf
Schools that emphasize teacher learning generally experience increases in student achievement as well. Investments in teacher learning therefore are worthwhile for communities and districts. But what should teacher learning opportunities look like? To address this question, the U.S. Department of Education developed the National Awards Program for Model Professional Development. This report examines eight schools recognized by the National Awards Program for their investment in teacher learning and details common practices shared by these schools that acknowledge the importance of student centered goals, on-going job-embedded informal learning, and time for learning and collaboration.
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District Office
Promote professional development opportunities that are job-embedded and learner-centered, encouraging collaboration and reflection among colleagues. Create district “professional development planner” positions to coordinate the efforts of schools and school-based staff developer positions to focus efforts on the needs of all learners within a building.
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Improving Instruction Through Collaboration
Jolly, A. (2001, February). Middle Ground.
http://www.middleweb.com/MWLresources/WFSgroups.html
Many times teachers are painfully aware of the shortcomings of their own instruction. Frustrated by the isolation that plagues teaching and a lack of sufficient time, however, they often feel powerless to change the situation. This article from the National Middle School Organization was written by Anne Jolly, an accomplished teacher from Alabama. She expresses her feelings about her own professional development experiences and describes her efforts to bring change to her school by advocating for and coordinating whole faculty study groups.
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The Best Staff Development is in the Workplace, Not in a Workshop
Dufour, R. (2004, Spring). Leading Edge, 25(2).
http://www.nsdc.org/library/publications/jsd/dufour252.pdf
One positive change that is occurring in schools is the increasing tendency to recognize that the best professional development is job-embedded, happening in the workplace rather than a workshop. This article by Rick DuFour from the Journal of Staff Development (Spring, 2004) examines this trend, focusing in particular on the steps that must be taken to ensure that job-embedded professional development produces results. Four key questions about the nature of a school’s professional development opportunities and eight tips for leaders “who hope to foster powerful site-based staff development” are provided.
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The Buddy System
Wagner, Tony. (2005). Teacher Magazine
http://www.edweek.org/tm/articles/2005/01/01/04view.h16.html
Tony Wagner, a principal and former high school English teacher, contrasts the team work characteristic of other professions with the isolation of teaching. He suggests “lesson study” groups as the most effective form of collaboration and observation and recommends implementing a system for peer feedback school-wide rather than making participation voluntary.
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Coaching Moves Beyond the Gym: Successful Site-Based Coaching Offers Lessons
Galm, R., and Penny, G.S. (2004, Spring). Journal of Staff Development, 25(2).
http://www.nsdc.org/library/publications/jsd/galm252.cfm
This article from the Journal of Staff Development outlines the growing practice of using teacher-leaders within a building to provide on-going professional development and support to teachers and highlights the benefits of coaching on student achievement. A description of five keys to developing quality coaching programs provides communities with a starting point for establishing their own site-based professional development programs.
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In ‘Lesson Study’ Sessions, Teachers Polish Their Craft
Viadero, D. (2004, February). Education Week on the Web.
http://www.edweek.org/ew/ewstory.cfm?slug=22Lesson.h23
One popular new approach to professional development in education is the creation of Lesson Study groups in schools. A common practice in Japan, lesson study involves a group of teachers designing, implementing, evaluating and revising individual lessons with the intent of developing teaching practices that are effective. This article examines the process of lesson study and the efforts of teachers using lesson study in Patterson, New Jersey.
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School-based…or not? School-based Staff Development is Still a Fuzzy Concept for Many Districts
Richard, A. (2004, Spring). Journal of Staff Development, 25(2).
http://www.nsdc.org/library/publications/jsd/richard252.cfm
Answering six questions related to the effectiveness of school-based staff development, this article examines the potential of this method as well as the mistakes that many schools make in implementation.
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District Office
Develop strong school-community partnerships designed to provide support to the professional development of classroom teachers. Tap into businesses, museums, community advocacy groups, and universities as resources for professional development.
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Business Partnership Resource Page.
The George Lucas Educational Foundation.
http://www.glef.org/php/keyword.php?id=008
This webpage features articles on how businesses can become involved in schools and the benefits of these partnerships. Articles and video clips profile successful programs in which companies provide grants, speakers, field trips, mentoring or job shadowing opportunities for students.
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"Finding Common Ground: Working with the Community to Provide High-Quality Professional Development"
Teachers take charge of their learning: Transforming professional development for student success
Renyi, J. (1996). The NEA Foundation for the Improvement of Education
http://www.nfie.org/publications/charge/section4.htm
A portion of this guide to professional development is dedicated to engaging the community in efforts to improve teacher development and student learning. The author describes successful partnerships in specific schools and districts that involve parents or businesses and other professionals in student and teacher learning. It also includes a series of recommendations for creating a "network of learners" consisting of students, parents, teachers, and the community.
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Los Angeles Educational Partnership.
The George Lucas Educational Foundation.
http://www.glef.org/php/orgs.php?id=ORG_300256
Established in 1984 by a group of business, community and education leaders, the Los Angeles Education Partnership is a collaborative designed to support the Los Angeles Public School System. The group supports schools in a variety of ways, including providing professional development for and facilitating collaboration between educators. It also involves teachers in reforming curriculum, instruction and assessment. This link connects to a short description of the Partnership that provides contact information and a direct link to the Partnership’s homepage.
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Partnership pays off for business and schools
Curtis, D.(2000, September 1). Edutopia Online. The George Lucas Foundation.
http://www.glef.org/php/article.php?id=Art_441&key=008
The Bayer Corporation has established one of the most successful business-education partnerships in their “Making Science Make Sense” program. This article from the George Lucas Educational Foundation outlines the program which provides professional development opportunities for teachers as well as content-based presentations to students in schools across America.
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Community Partnership Resource Page
The George Lucas Educational Foundation.
http://www.glef.org/php/keyword.php?id=189
This webpage provides a variety of resources from the George Lucas Educational Foundation (GLEF) on school and community partnerships. It includes articles describing programs in specific school districts and research on the importance of community involvement in general.
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Developing Effective Partnerships to Support Local Education
School Communities that Work: A National Taskforce on the
Future of Urban Districts (2002).
http://www.schoolcommunities.org/images/Partnerships.pdf
This paper describes design and operating principles used in effective education and community partnerships. The authors emphasize that partnerships should focus on equity in addition to results and aim to affect youth engagement and development.
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Supporting good schools is good business
Goldberg, M. (2003, September 23). Edutopia Online. The George Lucas Educational Foundation
http://www.glef.org/php/article.php?id=Art_894&key=008
This article outlines the importance of business support for schools. It describes the kinds of supports that businesses can provide, from monetary contributions to lobbying policymakers, and explains the role that businesses can play in the professional growth and learning of teachers.
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District Office
Require and review a professional development plan from each school before allocating system-level resources.
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Design Your Professional Development Program: Where to Start
Association for Supervision and Curriculum Development
http://www.ascd.org/trainingopportunities/ossd/planning.html
This tool provides a good starting point for planning high quality professional development. It contains a comprehensive survey that helps schools and districts to identify areas of need and details many of the best practices in professional development.
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Planning and conducting professional development that makes a difference: A guide for school leaders.
Southern Regional Education Board. (2002)
http://www.sreb.org/programs/hstw/publications/profdev/00V02_ProfDevGuide.pdf
This guide outlines a step-by-step approach to conceiving, creating, developing, implementing and evaluating school-level professional development opportunities.
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Professional Development Criteria: A Study Guide for Effective Professional Development
Colorado Statewide Systemic Initiative for Math and Science. (1997, June)
http://www.mcrel.org/PDF/ProfessionalDevelopment/6804TG_ProfDevelopCriteria.pdf
This study guide is designed to help staff developers make quality decisions about the professional development plans in their schools. The authors articulate goals for professional development and teacher learning and then lead readers through a series of questions to examine or plan a professional development program.
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Sustaining School Improvement: Professional Development
Mid-continent Research for Education and Learning. (2003).
http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_profdevfolio.pdf
This document outlines the key elements of effective professional development programs, offers strategies that school leadership teams can use when establishing professional development programs, provides a rubric for evaluating professional development within a school and shares a ‘success story’ from Witters/Lucerne Elementary School in Thermopolis, Wyoming.
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