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Professional development

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


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Book
14 Aug 2000
TL;DR: In this paper, the authors present a review of the history of effective teaching research and its application in the context of planning, including the role of the teacher and the teacher's role in the development of a successful school.
Abstract: All chapters conclude with â Exercises,â â References,â and â Suggested Readings.â I. INTRODUCTION. 1. SuperVision for Successful Schools. SuperVision: A New Name for a New Paradigm. Supervisory Glue as a Metaphor for Success. Who Is Responsible for SuperVision? Organization of This Book. Supervision and Moral Purpose. Practitioner Reflection: When is Collegiality Real? II. KNOWLEDGE. 2. The Norm: Why Schools Are as They Are. The Work Environment or Culture of Schools. The Legacy of the One-Room Schoolhouse. Blaming the Victim and Structural Strain. Viewing School Culture in the Context of the Larger Culture. To Qualify, Summarize, and Propose. 3. The Exception: What Schools Can Be. Background to School Effectiveness Studies. Early Effective Schools Research. The Second Wave of Effective Schools Research. Context Studies in Effective Schools Research. Has Effective Schools Research Outlived Its Usefulness? The Legacy of Effective Schools Research. From Effective Schools to School Improvement. A Cause Beyond Oneself. Connecting School Improvement to the Local Community and Larger Society. What to Do with Successful Schools Research: Some Propositions. 4. Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice. Adults as Learners. Adult and Teacher Development. Developmental Theories of Motivation and Teacher Development. Development: Ebb and Flow. Propositions. 5. Reflections on Schools, Teaching, and Supervision. Effective Teaching Research: A Historical Perspective. Cautions Concerning Effective Teaching Research. The Coast of Britain. Effective and Good Schools: The Same? Changing Views: New Emphasis on Constructivist Teaching and Learning. Instructional Improvement and Effective Teaching. Beliefs about Education. Supervision Beliefs. Supervisory Platform as Related to Educational Philosophy. Checking Your Own Educational Philosophy and Supervisory Beliefs. What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility? The Authors' Supervisory Platform. Summary, Conclusions, and Propositions. III. INTERPERSONAL SKILLS. 6. Supervisory Behavior Continuum: Know Thyself. Outcomes of Conference. Valid Assessment of Self. Johari Window. Cognitive Dissonance. Comparing Self-Perceptions with Other Perceptions. Summary, Conclusions, and Preview. 7. Developmental Supervision: An Introduction. Case Study One. Case Study Two. Case Study Three. Case Study Four. Developmental Supervision. Summary and a Look Ahead. 8. Directive Control Behaviors. Directive Continum of Behaviors. A History of Overreliance on Control. Issues in Directive Control. When to Use Directive Control Behaviors. Moving from Directive Control toward Directive Informational Behaviors. 9. Directive Informational Behaviors. Directive Continum of Behaviors. Comparing Directive Control and Directive Informational Statements. Issues in the Directive Informational Approach. When to Use Directive Informational Behaviors. Moving from Directive Informational toward Collaborative Behaviors. Practitioner Reflection: The Lesson Plan (by Julie N. Diehl) 10. Collaborative Behaviors. Collaborative Continum of Behaviors. Collaborative Behaviors with Groups. Issues in Collaborative Supervision. When to Use Collaborative Behaviors. Moving from Collaborative toward Nondirective Behaviors. Collaboration and Cooperation. 11. Nondirective Behaviors. Nondirective Continum of Behaviors. Initiating Nondirective Supervision. Nondirective, Not Laissez Faire, Supervision. Issues with Nondirective Supervision. When to Use Nondirective Behaviors. Nondirective Supervision, Teacher Collaboration. Practitioner Reflection: A Nondirective Approach as Iâ m Developing (by Lynn M. Rasmussen) 12. Developmental Supervision: Theory and Practice. Rationale for Developmental Supervision. Applying Developmental Supervision. Not Algorithms, But Guideposts for Decisions. IV. TECHNICAL SKILLS. 13. Assessing and Planning Skills. Personal Plans. Assessing Time. Changing Time Allocations: Planning. Assessing and Planning within the Organization. Ways of Assessing Needs. Analyzing Organizational Needs. Planning. Models Combining Assessment and Planning. Strategic Planning. Planning: To What Extent? 14. Observing Skills. Formative Observation Instruments Are Not Summative Evaluation Instruments. Ways of Describing. Quantitative Observations. Quantitative and Qualitative Instruments. Qualitative Observations. Tailored Observation Systems. Types and Purposes of Observations. Further Cautions When Using Observations. 15. Research and Evaluation Skills. Alternative Approaches to Research and Evaluation. Judgments. Key Decisions in the Evaluation Process. Evidence of Program Outcomes. Overall Instructional Program Evaluation. Other Considerations for Evaluation. Teacher Evaluation. V. TECHNICAL TASKS OF SUPERVISION. 16. Direct Assistance to Teachers. Clinical Supervision. Comparing Clinical Supervision with Teacher Evaluation. Integrating Clinical Supervision and Developmental Supervision. Peer Coaching. Other Forms of Direct Assistance. Establishing Procedures for Direct Assistance. Developmental Considerations in Direct Assistance. 17. Group Development. Dimensions of an Effective Group. Group Member Roles. Applying Developmental Supervision of Groups. Dealing with Dysfunctional Members. Resolving Conflict. Preparing for Group Meetings. Procedures for Large-Group Involvement. Practitioner Reflection: Working Toward the Big Picture (by Susan Maxey) 18. Professional Development. Why the Need for Professional Development? Characteristics of Successful Professional Development Programs. Integrating Schoolwide, Group, and Individual Professional Development. Alternative Professional Development Formats. Examples of Effective Professional Development Programs. Stages of Professional Development. Matching Professional Development to Teacher Characteristics. The Nuts and Bolts. Teachers as Objects or Agents in Professional Development. Practitioner Reflection: Professional Development as Time Will Spent (by Cheyl Granade Sullivan) 19. Curriculum Development. Sources of Curriculum Development. Teacher-Proof Curriculum. Curriculum Development as a Vehicle for Enhancing Collective Thinking About Instruction. What Should Be the Purpose of the Curriculum? What Should Be the Content of the Curriculum? How Should the Curriculum Be Organized? In What Format Should the Curriculum Be Written? Curriculum Format as Reflective of Choice Given to Teachers. Relationship of Curriculum Purpose, Content, Organization, and Format. Levels of Teacher Involvement in Curriculum Development. Integrating Curriculum Format with Developers and Levels of Development. Matching Curriculum Development with Teacher Development. 20. Action Research: The School as the Centerof Inquiry. Action Research: The Concept. How Is Action Research Conducted? A Developmental Approach to Action Research. Decisions about Action Research. Action Research: Vehicle for a Cause beyond Oneself. Examples of Action Research. Action Research Leagues. Shared Governance for Action Research. Examples of Shared Governance for Schoolwide Action Research. Suggestions for Action Research. Conclusion: Focus, Structure, and Time for Development. VI. Cultural Tasks of Supervision 21. Facilitating Change Chaos Theory Postmodern Theory Close to Home: Education Change Theory Change at the Individual Level 22. Addressing Diversity Achievement Gaps Among Economic, Racial, and Ethnic Groups A Society or School Problem? Cultural Clashes Culturally Responsive Teaching Culturally Responsive Schools Gender Equity Equity for Sexual Minorities Overarching Patterns Connecting the Technical Tasks of Supervision to Cultural Responsiveness 23. Building Community Democratic Community Moral Community Professional Learning Community Community of Inquiry Engagement with the Larger Community Five Attributes, One Community Conclusion Appendix A: What Is Your Educational Philosophy? Appendix B: Review fo Interpersonal Behavior in Four Supervisory Appraoches. Name Index. Subject Index.

857 citations

Book
29 Jun 1999
TL;DR: The role of Preservice Teacher Education, Mary M. Kennedy and John S. Zeuli as discussed by the authors The Essentials of Effective Professional Development: A New Consensus, Willis D. Hawley and Linda Valli.
Abstract: Part One: Rethinking Teacher Education. 1. Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education, Deborah Loewenberg Ball and David K. Cohen. 2. Aligning Teacher Education with Contemporary K-12 Reform Visions, Magdalene Lampert and Deborah Loewenberg Ball. 3. The Role of Preservice Teacher Education, Mary M. Kennedy. 4. Preparing Teachers for Diversity: Historical Perspectives, Current TrAnds, and Future Directions, Gloria Ladson-Billings. Part Two: Rethinking Teacher Professional Development. 5. The Essentials of Effective Professional Development: A New Consensus, Willis D. Hawley and Linda Valli. 6. Teacher and Student Learning: Strengthening Their Connection, Gary Sykes. Part Three: Rethinking Organizations for Teacher Learning. 7. Teacher Recruitment, Selection, and Induction: Policy Influences on the Supply and Quality of Teachers, Linda Darling-Hammond, Barnett T. Berry, David Haselkorn, and Elizabeth Fideler. 8. Organizing Schools for Teacher Learning, Judith Warren Little. 9. Investing in Teacher Learning: Staff Development and Instructional Improvement, Richard F. Elmore and Deanna Burney. 10. Networks and Reform in American Education, Ann Lieberman and Maureen Grolnick. Part Four: Rethinking Policy for Teacher Learning. 11. Organizing the Other Half of Teaching, Julia E. Koppich and Charles Taylor Kerchner. 12. The Frame and the Tapestry: Standards-Based Reform and Professional Development, Charles L. Thompson and John S. Zeuli. 13. Investing in Teaching as a Learning Profession: Policy Problems and Prospects, Linda Darling-Hammond and Milbrey Wallin McLaughlin.

852 citations

Journal ArticleDOI
TL;DR: The authors found that teachers who have been implementing inclusive programmes, and therefore have active experience of inclusion, possess more positive attitudes towards the inclusion of children with special needs in the ordinary school were surveyed soon after the release of the Green Paper.
Abstract: Attitudes of mainstream teachers towards the inclusion of children with special needs in the ordinary school were surveyed soon after the release of the Green Paper. The survey was carried out in one Local Education Authority in the south-west of England and the sample comprised of 81 primary and secondary teachers. The analysis revealed that teachers who have been implementing inclusive programmes, and therefore have active experience of inclusion, possess more positive attitudes. Moreover, the data showed the importance of professional development in the formation of positive attitudes towards inclusion. In particular, teachers with university-based professional development appeared both to hold more positive attitudes and to be more confident in meeting the IEP requirements of students with SEN. The role that training at both pre-service and post-service levels has in the development of teachers' support for inclusion is discussed.

841 citations

Journal ArticleDOI
TL;DR: The lessons learned from the implementation of a national, needs-based, outcome-oriented, competency framework called the CanMEDS initiative of The Royal College of Physicians and Surgeons of Canada are described.
Abstract: Background: Outcomes-based education in the health professions has emerged as a priority for curriculum planners striving to align with societal needs. However, many struggle with effective methods...

839 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20231,529
20223,496
20213,449
20204,267
20194,150
20183,947