Professional development

About: Professional development is a research topic. Over the lifetime, 81108 publications have been published within this topic receiving 1316681 citations.

A Description of Instructional Coaching and its Relationship to Consultation

Abstract: In large numbers of elementary and secondary schools across the United States teachers are being called upon to provide support to colleagues through a process called “instructional coaching.” Despite widespread implementation of this role, resulting in part from federal initiatives, there is little consensus regarding its operational definition and little empirical research related to it. Following a brief description of the evolution of coaching along with a descriptive discussion of its implementation in schools, the authors describe various implementations of coaching, concluding that there is a need for fully-articulated theoretical and operational models of instructional coaching. The authors compare various coaching approaches to instructional and collaborative consultation and suggest that there is good reason for active communication and collaboration between consultants and coaches operating within the same schools. Finally, they describe current trends and needs related to professional developm...

The Model of Educational Reconstruction A Framework for improving teaching and learning science

Abstract: To improve instructional practices – in schools, universities and in out of school settings has been a major concern of science education research and development. The intensive international debate on scientific literacy in the 1990s and the series of international monitoring studies like TIMSS and PISA in the 1990s and in the 2000s have fuelled this debate substantially. Various strands of science education research contribute to the stock of knowledge on more efficient means of teaching and learning science. The Model of Educational Reconstruction (MER) presented in this chapter provides a conception of science education research that is relevant for improving instructional practice and teacher professional development programs. The model is based on European Didaktik and Bildung (formation) traditions – with a particular emphasis on the German tradition. A key concern of the model is that science subject matter issues as well as student learning needs and capabilities have to be given equal attention in attempts to improve the quality of teaching and learning

Monitoring School Quality: An Indicators Report.

Abstract: Explores why some schools may be better than others at helping students learn by identifying and critiquing national indicator data on school leadership, goals, professional community, discipline, academic environment, teacher academic skills, teaching assignment, teacher experience, professional development, course content, pedagogy, technology and class size. Notes that teachers make a difference.

Innovation and Creativity in Organisations: A Review of the Implications of Training and Development

Abstract: Reviews the contributions to the understanding of creativity and innovation in organisations and interprets the implications for training and development. Highlights key and recurrent principles: the benefits of an integrated organisational approach, the right climate for creativity, appropriate incentives for innovators, a structured means of search and a systematic way to convert an opportunity into an innovation. It implies a broad range of skills development including: team working, communications, coaching, project management, learning to learn, visioning, change management and leadership. Even though techniques for the development of innovation and enhancing creativity in individuals are well founded, there are relatively few reports on the practice of mainstreaming creativity in an organisational setting. Likewise, although the transition from idea to innovation can be systematised, problems arise from customised applications that involve the management of the change process. The application of Internet and intranet communications for innovation are beginning to emerge but the literature base lags the speed of applications. The paper concludes with a synopsis of the training and development implications of stimulating creativity and innovation in organisations.

The school principal's role in teacher professional development

Abstract: School principals exercise significant influence on teacher professional development. We identify four areas where principals have the opportunity to have a substantial impact on teacher learning. These include: 1. the principal as an instructional leader and learner; 2. the creation of a learning environment; 3. direct involvement in the design, delivery and content of professional development; and 4. the assessment of professional development outcomes.