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Role Group Strategies:
Policymakers
At the state level, allocate adequate resources for professional development by requiring a certain percentage of state or district funds be used for pd or allocate a certain amount per pupil.
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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/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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Cost Framework for Teacher Preparation and Professional Development
Rice, J.K. (2001, June). The Finance Project.
http://www.financeproject.org/Cost%20Framework.pdf
This report, which begins with an introduction to what quality professional development programs look like, examines all of the costs associated with professional development. It is divided into two parts: costs associated with pre-service professional development and costs associated with in-service professional development. It ends by providing a set of directions for future work that examine the economic trade-offs involved in professional development planning and compare the professional development investment made by schools and districts to the investment made by fields outside of education.
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The Delivery, Financing, and Assessment of Professional Development in Education: Pre-service Preparation and In-Service Training
The Finance Project. (2003, November 2).
http://www.financeprojectinfo.org/Publications/prof%20dev%2011-2-03.pdf
This report explains the current context of professional development with regard to the No Child Left Behind Act and summarizes a wide range of information on the requirements, delivery, financing and assessment of professional development for teachers, principals, and superintendents.
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Education Program: Professional Development
National Conference of State Legislatures
http://www.ncsl.org/programs/educ/TProDev.htm
This research brief examines the nature of professional development planning in the United States. It begins with an overview of traditional approaches to professional development and then details current trends in the field. It then goes on to answer the question, “Whose Responsibility is Quality Professional Development,” by examining the roles of universities, state Departments of Education, local schools and districts, the federal government play in providing professional development.
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Federal Funding Guide: Collaborative Initiative on Financing Professional Development in Education
The Finance Project (2003).
http://tinyurl.com/2ex7g
This guide produced by the Finance Project in May of 2003 outlines the various professional development opportunities that are funded by the U.S. Department of Education.
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Issues and Challenges in Financing Professional Development in Education
Cohen, C.E. (2001, June). The Finance Project.
http://www.financeproject.org/Issues%20and%20Challenges%20in%20Financing.pdf
This report examines the challenges associated with financing professional development and highlights promising funding practices. It Includes information on federal and state initiatives, school district initiatives, initiatives developed outside of the public schools, and the creation of partnerships.
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Policymakers
Encourage or require districts to provide time within the school day for professional development.
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Target Time Toward Teachers
Darling-Hammond, Linda. (1999). Journal of Staff Development, 20, (2), p. 31-36.
http://www.nsdc.org/library/publications/jsd/darling202.cfm
This article addresses the importance of teacher time for planning and collaboration to quality teaching. The author encourages schools to create time for teachers to work in teams that serve a common group of students and provides samples for rethinking schedules from International High School and Central Park East Secondary School in New York City.
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Think Outside the Clock: Create Time for Professional Learning
Richardson, Joan. (2002). National Staff Development Council.
http://www.nsdc.org/members/tools/tools08-02.pdf
This article suggest strategies for creating time for professional development and describes a variety of approaches already taken by specific schools and districts. The author suggests “banking” time by lengthening the school day, “buying” time by hiring more teachers or substitute teachers, creating common planning time, and adding professional days to the school year.
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It’s About Time
Wade, C. (2001). Teaching Quality in the Southeast: Best Policies and Practices, 7.
http://www.teachingquality.org/BestTQ/issues/v01/issue07.pdf
In this brief, a Wake County Public School teacher outlines the demands placed on a teacher’s time during the typical school day and discusses the importance of providing teachers with time for professional collaboration and reflection.
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Trying to Beat the Clock: Uses of Teacher Professional Time in Three Countries
Adelman, Nancy. (1998). U.S. Department of Education.
http://www.enc.org/professional/learn/change/practice/world/document.shtm
?input=ACQ-137042-7042
This report compares the school structures and use of time in the United States, Japan, and Germany. The study found that in both Japanese schools and innovative American schools, teachers have long blocks of planning time, either after the school day or in conjunction with the lunch period. The study generally looks at teacher time with and without students, on-the-clock professional time, and off-the-clock time.
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Policymakers
Ensure that equitable access to professional development is provided to districts statewide. Provide funding and travel supports, as well as on-line learning opportunities, to districts where limited professional development opportunities exist.
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Education Program: Professional Development
National Conference of State Legislatures
http://www.ncsl.org/programs/educ/TProDev.htm
This research brief examines the nature of professional development planning in the United States. It begins with an overview of traditional approaches to professional development and then details current trends in the field. It then goes on to answer the question, “Whose Responsibility is Quality Professional Development,” by examining the roles of universities, state Departments of Education, local schools and districts, the federal government play in providing professional development.
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Online professional development collection
Cable in the Classroom.
http://www.ciconline.org/Enrichment/Development/default.htm
Cable in the Classroom is an organization dedicated to improving teaching and learning in America by increasing the use of instructional technology. This link highlights high-quality online professional development programs. The page includes course descriptions, links, and samples of selected coursework from some of the best electronic learning opportunities.
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Successful Online Professional Development
Treacy, B., Kleiman, G., and Peterson, K. (2002, September). Learning and Leading with Technology, 30(1), 42-47.
http://www.edtechleaders.org/Resources/articles/SucessfulOPD.pdf
Online professional development opportunities offer many advantages including schedule flexibility for participants as well as content flexibility allowing for direct connections to classroom practice. This article outlines a model for establishing online professional development programs and describes elements of successful ones. It also provides descriptions of counties that are currently using online professional development opportunities with their faculties.
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Harvard from Home: How the right mix of online and in-person professional development can lead to lasting improvements in classroom practice
Nussbaum-Beach, S., and Norton, J. (2004). Access Learning.
http://www.ciconline.com/NR/rdonlyres/efyueti3dprumjkifdxpqaliuxlb5zsrs7fslomlcuihjpq2omy
5n72z7pql3x3v4erludocf6inthhuja6qnqjmzja/AL_07-04-HarvardfromHome.pdf
This article from Access Learning magazine examines the advantages and disadvantages of online professional development. It explains the importance of balancing online professional development with face-to-face interaction and includes a list of related resources, which offer online learning opportunities for teachers.
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Policymakers
Provide incentives for businesses to enter into partnerships with schools and districts.
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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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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 and content-based presentations to students in schools across America.
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Critical Issues: Providing More Time for Professional Development
North Central Regional Education Laboratory (NCREL) (2004)
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd600.htm
The authors discuss different means to create time for professional development ranging from “traditional strategies,” such as banking time or creating an extended day, to embedding it within the school day or taking advantage of online opportunities. One suggestion is that teachers take advantage of summer internship or corporate training opportunities to enhance their knowledge.
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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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