Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.

Professional Development and Teacher Learning: Mapping the Terrain

This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers' attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was named 'Book of the Year' by the National Staff Development Council in 1996.

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Professional Development and Teacher Change

School restructuring creates new expectations of those who offer leadership to schools, expectations not well captured in images of instructional leadership. This article describes a 4-year program of research about transformational forms of leadership in schools responding to a variety of restructuring initiatives. Evidence is summarized about transformational leadership practices and behaviors in schools, their effects on a variety of school and teacher variables, and thought processes that give rise to such leadership practices. On the basis of this evidence, the author argues for the promise of transformational leadership in school-restructuring contexts.

Leadership for School Restructuring

How can good educational practice move be~ond pockets of excellence to reach a much greater proportion of students and educators? While many children and young adults in school districts and communities around the countrt have long benefited from the tremendous accomplishments of successful teachers, schools, and programs, replicating this success on a larger scale has proven to be a diJficult and vexing issue. In this article, Richard Elmore addresses this problem by anal’tzing the role of school organ izat ion and incentive structures in thwarting large-scale adoption of in novative practices close to the “core” of educational practice. Elm ore then reviews evidence Jrom two attempts cit large-scale school reform in the past — the progressive movement and the

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Getting to Scale with Good Educational Practice

In recent years, reflective, collaborative, inquiry-oriented approaches to supervision of teachers and teacher development have been discussed in the professional literature. However, few published...

Principals' Instructional Leadership and Teacher Development: Teachers' Perspectives

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Getting Reform Right: What Works and What Doesn't.

Organization Development (OD) is a change strategy for organizational self development and renewal. Adapted from business settings, it has been used in schools over the past 15 years. There are widely different images of what OD is, and widely different claims made for its value or worthlessness. The field of OD in education is badly in need of stock taking. In this review we assess the state of the art of OD in four respects: (1) critiquing and clarifying the values, goals, and assumptions of OD in general and as applied to education; (2) identifying and analyzing the various models and operating characteristics of OD in practice (conditions and strategies affecting its initiation, implementation, and continuation); (3) assessing the impact or outcomes of OD on achievement, productivity, and attitudes; and (4) reconsidering OD’s future, and suggesting policy implications for educational agencies at different levels.

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Organization Development in Schools: The State of the Art

Fullan, Michael G., and Matthew B. Miles, "Getting Reform Right: What Works and What Doesn't," Phi Delta Kappan, 73 (June, 1993), 745-752.

There are as many myths as there are truths associated with change, Messrs. Fullan and Miles assert, and educators need to deepen the way they think about change. To that end, the authors analyze seven reasons

Matthew B. Miles

Papers

Getting Reform Right: What Works and What Doesn't.

Organization Development in Schools: The State of the Art

Fullan, Michael G., and Matthew B. Miles, "Getting Reform Right: What Works and What Doesn't," Phi Delta Kappan, 73 (June, 1993), 745-752.

There are as many myths as there are truths associated with change, Messrs. Fullan and Miles assert, and educators need to deepen the way they think about change. To that end, the authors analyze seven reasons