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2.13 Continuous Professional Development Professional development is continuous and job-embedded. 
Suggested Evidence
Related Resources Tools National School Reform Faculty Protocols Examining student work is an effective form of job-embedded professional development. The National School Reform Faculty website includes sample protocols for examining student work. The web page defines protocols as “guidelines for conversation that create a structure that makes it safe to ask challenging questions.” Three samples can be viewed: Tuning Protocol, Collaborative Assessment Conference, Success Analysis. Publisher: Harmony Education Center NSDC Standards for Staff Development This tool presents standards for the context, process, and content of staff development that improves the learning of all students. Publication Date: 2001 Publisher: National Staff Development Council Articles NEW! Principal as Instructional Leader: Designing a Coaching Program That Fits This article from the Center for Comprehensive School Reform and Improvement describes ways to assess needs, select strategies, and implement a successful coaching program. Author: Julie Kowal and Lucy Steiner Publication Date: 2007 Publisher: Center for Comprehensive School Reform and Improvement Building Bridges: The Mission and Principles of Professional Development This government report identifies the characteristics of high-quality professional development: (1) focuses on teachers as central to student learning; (2) focuses on individual, collegial, and organizational improvement; (3) respects and nurtures the intellectual and leadership capacity of individuals within the school community; (4) reflects best available research and practice in teaching, learning, and leadership; (5) enables teachers to develop further expertise in subject content, teaching strategies, and technology; (6) promotes continuous inquiry and improvement; (7) involves collaborative planning; (8) requires substantial time and other resources; (9) is driven by a coherent long-term plan; and (10) is assessed by its impact on teacher effectiveness and student learning. Author: U. S. Department of Education Professional Development Team Publication Date: 1994 Publisher: The Rural School and Community Trust Instructional Coaches Make Progress Through Partnership This article discusses the role of an instructional coach. Author: Jim Knight Publication Date: 2004 Publisher: National Staff Development Council (NSDC) Leading Edge: The Best Staff Development is in the Workplace, Not in a Workshop Rick DuFour states that, "Most schools and districts have created an artificial distinction between working and learning." Staff development should not be regarded as an event but should be embedded in the workplace. However, embedding staff development in the workplace doesn't guarantee improved learning for adults or students. DuFour identifies four questions that should be addressed and includes 8 tips for leaders who want to ensure that "job-embedded, site-based professional development offers the best venue for educators’ ongoing learning." Author: Rick DuFour Publication Date: 2004, Spring Learning Strategies and Designs This article lists 11 staff development strategies that are job embedded. By clicking on a specific strategy, you can access related articles published by the National Staff Development Council related to each strategy. Strategies listed are action research, coaching, content-specific staff development, examining student work, lesson study, mentoring, observing classrooms, study groups, technology and staff development, walkthroughs, and workshop learning. Publisher: National Staff Development Council (NSDC) On-the-job Learning This article discusses job-embedded learning as learning by doing, reflecting on the experience, and then generating and sharing new insights and learning with oneself and others. Author: Frank McQuarrie, Jr and Fred Wood Publication Date: 1999 Publisher: National Staff Development Council (NSDC) Professional Development: A Results-Driven Approach to Teacher Development The article describes the development of a focused, job-embedded, professional development program for an urban district in Long Beach, California. Author: John Norton and Anne C. Lewis Publication Date: 2000, Spring Teachers Who Learn, Kids Who Achieve: A Look at Schools with Model Professional Development (to edit this resource, contact WestEd) Author: Western Regional Educational Laboratory Publication Date: 2000 Publisher: WestEd The Authentic Task Approach: A Results Driven Professional Development Strategy to Promote Learning The Authentic Task Approach (ATA), is a professional development design that allows teachers to identify and solve potential problems in thier instruction and school. Author: Janet M. Phlegar and Nancy Hurley Publication Date: 1999 Publisher: WestEd The Good Mentor This article discusses what to look for in mentoring programs, as well as how to prepare mentors to be successful. Author: James B. Rowley Publication Date: 1999, May Publisher: Association for Supervision and Curriculum Development (ASCD) Tipping Point: From Feckless Reform to Substantive Instructional Improvement (to edit this resource, contact WestEd) Author: Mike Schmoker Publication Date: 2004, February Publisher: Phi Delta Kappa Two Tiers Too Many Dennis Sparks, Executive Director of the National Staff Development Council, discusses Andy Hargreaves new book, Teaching in the Knowledge Society: Education in the Age of Insecurity, (Open University Press, 2003) on professional development as a two-tiered system. According to Sparks, Hargreaves feels that some professional development opportunities that he labels "performance-training sects" provide little opportunity to promote continuous professional learning among reflective teachers who can exercise discretionary judgment. Hargreaves acknowledges that performance-training sects may yield the quickest improvements in the poorest, low-capacity schools and their communities but don't result in the higher levels of learning and development that are essential in a knowledge society. Publication Date: 2004, May Publisher: National Staff Development Council (NSDC) Useful Links Acronyms in Education This is a list, arranged alphabetically, defining education acronyms Author: Schools Moving Up Publication Date: 1995-2007 Publisher: WestEd Arizona Department of Education Calendar of Events This calendar can be searched by date or by ADE unit/division. Arizona Education Association The Arizona Education Association is an organization advocating for support of Arizona's public schools, improving the quality of public education through positive change, and improving the professional lives of teachers and school staff members. Arizona Professional Teacher Standards Publisher: Arizona Department of Education Honoring Outstanding Teacher Mentoring Programs This page describes how various programs at schools across the country are successfully providing new teachers with guidance and professional support. Publisher: NEA-Saturn/UAW Partnership Award Other Resources Annual Professional Performance Review This one-page document describes New York State requirements for the Annual Professional Performance Review and includes a description of programs offered to assist teachers in this process. Programs include Professional Portfolio/Portfolio Review, Peer Coaching, Videotape Production of Classroom Teaching, Teacher Research/Action Research, Study Groups and Peer Review Process. Publication Date: 2002, Fall Chicago Public Schools Education Plan – Goal 3 The CPS Education Plan – Goal 3 addresses effective strategies and improved learning: CPS schools will have strong communities of learning where teams of teachers work with the principal and other school staff to create a work and school environment of problem solving, innovation, reflection on practice, and collaborative professional development to design and implement effective instructional programs. Publisher: Chicago Public Schools Designing Powerful Professional Development for Teachers and Principals The author believes that powerful, professional learning is necessary for instructional improvement and describes ways for schools and districts to provide that type of learning for principals and teachers. The complete book can be read online or downloaded at no charge. You must register with NSDC to access the book. Author: Dennis Sparks Publisher: National Staff Development Council (NSDC) Master Plan for Staff Development This plan is a complete master plan for staff development, which demonstrates a district approach to staff development that is continuous and job embedded. “Job-embedded projects are those that occur as teachers and administrators are engaged in their daily activities and that result in increased skill and knowledge needed to assist students to perform more effectively. Such projects connect 'learning to the immediate and real-life problems faced by teachers and administrators' (A New Vision for Staff Development, Sparks and Hirsh, 1997). Job-embedded projects result from identified areas of need evolving from assessments of student performance translated into school and/or district goals.” Author: School Administrative Unit #38 Publication Date: 2001-2006 Publisher: SAU #38 – New Hampshire The Arizona Association of School Business Officials (AASBO) The Arizona Association of School Business Officials (AASBO) is a professional association providing support and professional development opportunities for individuals whose primary responsibility is the business management of a school district. ©2005 WestEd. All rights reserved.  |
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