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This article examines the design of a professional development model that aims to improve student achievement. This model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. Existing models from two largely independent approaches to professional development of teachers were examined for the presence of nine principles for effective school improvement. On the basis of this examination six aspects from the existing models were incorporated in the new model (presentation of theory, demonstration of skills, practice in a secure environment, pre-conference, observation and post-conference). Three further aspects were added to ensure compliance with all nine principles for effective school improvement (creation of the appropriate conditions, evaluation and monitoring conference and a focus on goals at school, teacher and student level). 相似文献
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Professional development is a requirement of every reform effort. Most states in the USA mandate a certain number of days in the school calendar to be allocated for professional development. Other nations often fund professional development for teachers to accompany an initiative to improve student performance. Although assumptions about why and how professional development should be conducted are shared, empirical evidence is relatively slim. Recent research generally focuses on the role of professional development in school reform. This study investigates the characteristics of involvement in professional development at the level of the district-the umbrella organisation for a geographic collection of schools. As part of a larger study, this research examines the professional development activities in school districts in relationship to overall district health. How do healthy and unhealthy districts differ in their approaches to professional development? What is the relationship between district health and student achievement? While confirming some of the assumptions about what makes effective professional development, this study provides research-based evidence for what districts can do to ensure district-wide impact and to bring about and sustain change. Furthermore, it illustrates the close association of district health and student achievement. 相似文献
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教师专业发展是提高学校教育质量和学生学业成就的关键因素。关于教师专业发展的实证研究主要关注的是专业发展活动对教师本身的影响,较少有研究关注专业发展活动对学生带来的影响。本研究基于2016~2019年北京市高中阶段4万多名学生的标准化考试成绩和近2000名教师的问卷调查数据,采用增值模型分析教师对学生学业成绩的增值影响,并进一步聚焦教师参与区级和校本教研活动对学生学业成绩的影响。分析结果显示,教师参与区级教研活动的程度对学生成绩有显著的正向影响,其中聚焦于学科课程内容的教研活动对学生成绩的增值作用尤其显著。此外,教师参与校本教研活动的程度对学生成绩有显著的正向影响,其中教师之间的非正式交流的积极作用不容忽视。 相似文献
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AbstractAs the Professional Learning Community (PLC) process becomes embedded within schools, the level of district support has a direct impact on whether schools have the ability to re-culture and sustain highly effective collaborative practices. The purpose of this article is to share a professional learning community conceptual framework from the US, and to highlight recent findings relating to district level support for the PLC process in schools. The professional learning community conceptual model is organized around five dimensions: shared and supportive leadership, shared values and vision, collaborative learning and application, shared personal practice, and supportive conditions. The overarching question guiding this qualitative research study is: How do school district personnel (central office staff) support schools in the professional learning community process? Findings reveal the importance of transformative and proactive district involvement, and the use of transparency, trust, accountability, and autonomy in school re-culturing. It was also found that developing leadership capacity, embedding professional development, and focusing the culture on student success were critically important. As districts provide support for the PLC dimensions and themes, school leaders will have a foundation of curricular strategies, collaborative skills, and necessary resources to serve teachers and students through continuous school improvement. 相似文献
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Borko Hilda Carlson Janet Deutscher Rebecca Boles Kelly L. Delaney Victoria Fong Alissa Jarry-Shore Michael Malamut James Million Susan Mozenter Suki Villa Anthony Muro 《International Journal of Science and Mathematics Education》2021,19(1):121-143
This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools. The university and district partners worked together to achieve the district’s mission of providing every student with high-quality instruction and equitable learning opportunities in mathematics by building the district’s capacity to conduct school-based PD for mathematics teachers. Given the power of school-based subject-specific PD for improving instructional quality, we worked with Teacher Leaders from participating schools to prepare and support them to lead PD workshops at their schools. In this paper, we examine how Teacher Leaders learn and adapt key elements of a PD model over three school years through the lenses of Prediger et al.’s Three-Tetrahedron-Model (2019) and the university’s Learning to Lead model. Over 3 years, we see that Teacher Leaders use the key structures of the PD model; make adaptations in response to school goals, interests, and priorities; and gain confidence in their work with colleagues. By viewing the adaptations through the lens of pedagogies of practice as well as the relationships illustrated by the 3-T model, this work offers insights into the complexities of teacher leadership development.
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The impacts of district policy and school context on teacher professional development 总被引：1，自引：0，他引：1
Kyoung-oh Song 《Asia Pacific Education Review》2008,9(4):436-447
Teacher professional development has become one of the most important policy issues in the context of standards-based reform
in U.S. However, our understanding of the contexts that influence teacher professional development remains limited. Using
a series of 3-level Hierarchical Linear Modeling (HLM/3L) statistical analyses of a large nationally representative dataset,
this article examines the impacts of multi-nested district and school contexts on teacher professional development. This article
suggests that diverse and complex relationships among contextual factors at the district- and school-level encourage or limit
time for teacher professional development. Finally, some implications are presented for school leaders and educational policy
makers in attempting to broaden and enhance teacher professional development. 相似文献
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ABSTRACT The contribution district superintendents can make to school effectiveness and improvement is a neglected area of research in Australia. Research in the US suggests four ways in which superintendents impact on school improvement: the evaluation of principals and auditing of schools; the matching of school and district goals; the provision of informal support for principals; and the appointment and positioning of principals. Within an Australian setting of devolution to school‐based management, evaluation assumes major importance at school level and at district superintendent level in the pursuit of school effectiveness and improvement. An evaluation of the performance of two superintendents in Western Australia took place in 1990. It focused on superintendent performance within one key accountability area, the provision of principals’ professional development. The evaluation procedures and results are described and analysed, and implications are drawn for improving district superintendent evaluation as a means of enhancing school effectiveness and improvement. 相似文献
9.
Lee R. Lombard 《The Educational forum》2013,77(1):13-27
Through a leadership for learning approach, a school–university partnership in a large, urban district was able to recruit, develop, and retain new and existing school leaders. Two cohorts of new leaders were trained while existing leaders enhanced their skills through professional development. Data indicated that the school–university partnership increased the overall percentage of new district leaders by over 19 percent, and met or exceeded all seven of its established targets for leadership development and sustainability. 相似文献
10.
Sindhia Swaminathan Stephanie W. Byrd Christine M. Humphrey MaryFran Heinsch Monica J. Mitchell 《Early Childhood Education Journal》2014,42(4):261-269
The current project examined school readiness outcomes of children participating in a preschool professional development initiative, Winning Beginnings Learning Circles, which focused on school readiness and teacher professional development. Children were assessed on knowledge and understanding of school readiness concepts in the fall and spring of each school year, and outcomes were reported back to preschool staff to be incorporated into teaching strategies. Preschool teachers and administrators attended monthly professional development seminars that consisted of workshops in child development and social-emotional health, parent engagement, and use of data as evidence-based best practices. Preschool assessment data from the first 2 years of the project showed significant increases in average scores from pre- to post-assessment on school readiness, self/social awareness, and quantity subtests. Kindergarten assessment data indicated that children who remained in the project for at least one full year outperformed comparable peers and the average for the school district they attended as kindergartners. The results highlight the potential of professional development programs and the importance of teacher quality in promoting positive outcomes for preschool children. 相似文献
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This study examines whether targeted mentoring can make a difference during the induction years. The effects of a mentoring intervention based on principles of instructional quality and effective professional development were studied. Learning to lead classroom discussions is a high-leverage practice related to effective teaching. Forty-two beginning elementary teachers participated in yearlong mentoring to lead discussions for higher-order thinking. These novices were compared to 41 beginning teachers in the same high-poverty school district who did not receive the mentoring treatment. Qualitative and quantitative findings illustrate significant differences in beginning teacher practices based on involvement in the intensive mentoring. 相似文献
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The current emphasis on data is a powerful force behind educational reform strategies. Administrators and teachers are inundated with data and increased expectations for data-driven practices in an effort to drive school reform. This mixed method study examined teachers’ experiences in a pilot professional development program to enhance data literacy and data use practices among nine grade-level elementary and middle school teacher teams in a single school district. Pre, post and follow-up surveys of the 28 teacher participants revealed promising outcomes of the professional development program. Significant increases in teachers’ reported data literacy, efficacy, and collaboration were evident. The study also examined school-level factors that supported data use practices and data cultures. Interviews with 15 school principals revealed how structural features such as district requirements, school expectations, and established policies and routines influenced teachers’ data use practice. Structural factors facilitating collaboration were associated with instructional goals and improvement cultures. 相似文献
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This phenomenological study aimed to explore how early career teachers were supported in their transition from teacher education to professional practice. It involved interviewing seven recent graduates from a post-degree teacher education program on their perceptions of both the program and their local school district in supporting them as early career teachers. Results involve numerous recommendations for supporting these teachers during their induction into the profession leading to the articulation of a continuum of lifelong professional learning that includes teacher education, induction and mentorship, and professional development. Key responsibilities for school districts, principals, and teacher education faculty are included. 相似文献
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Christopher DeLuca Don Klinger Jamie Pyper Judy Woods 《Assessment in Education: Principles, Policy & Practice》2015,22(1):122-139
The purpose of this research was to examine the implementation of a professional learning project aimed at building educators’ knowledge and skills in assessment for learning (AfL) within two school districts in Ontario, Canada. Specifically, the research examined the value of a two-tier Instructional Rounds (IR) professional learning model. This professional learning model was unique because it engaged both teachers and principals in collaboratively learning and implementing AfL strategies in order to develop systemic capacity in assessment. In total, 12 principals, 48 teachers, two superintendents and two school district assessment consultants participated in the study. Data were collected through observations of IR sessions, classroom observations, interviews, IR session reflections and a post-project survey. Findings from this study report on positive changes in teachers’ and principals’ conceptions and implementation of AfL as well as on the value and challenges of IR as a professional learning model. The paper concludes with a discussion on developing systemic capacity in AfL through an IR model of professional learning. 相似文献
16.
The use of interactive video cases for teacher professional development is an emergent medium inspired by case study methods used extensively in law, management, and medicine, and by the advent of multimedia technology available to support online discussions. This paper focuses on Web-based grounded discussions—in which the participants base their contributions on specific events portrayed in the case—and the role facilitators play in these online interactions. This paper analyzes the online exchange of messages in one school district that participated in a video-case-based program of teacher professional development and derives principles that will help facilitators lead grounded online interactions. 相似文献
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During recent years, literacy coaching has become a widespread model of professional development for teachers in schools across the United States. However, there is a shortage of research and policy to inform the preparation and ongoing work of literacy coaches. In this article, the researchers use a modified version of Gee’s identity framework to examine teachers’ reflective writing as they learned about and practiced coaching in one school district. Findings show that teachers invoked multiple conflicting discourses of coaching that contributed to tensions in their work. The researchers argue that such tensions can stand in the way of educators constructing coaching identities that allow them to support and sustain meaningful professional development for teachers. 相似文献
18.
《师资教育杂志》2012,38(2):169-182
This paper reports on a study that investigated whether district continued professional development (CPD) sufficiently prepared teachers for their classroom practice. Analysis of CPD models used with primary‐school natural science teachers in a district in the Eastern Cape Province in South Africa was conducted. Findings indicated that the district CPD models used with the teachers did not address the various challenges and complexities within the district and therefore created several challenges that negatively impacted on the success of the new curriculum reforms. It is argued that successful CPD models should address both the internal and external factors that influence individuals' understanding of new reforms and their social practice. Thus, it is proposed that each district should develop a context‐based CPD model that captures and addresses issues that are likely to impact teacher learning and classroom practice in their particular context. 相似文献
19.
Michele D. Crockett 《课程研究杂志》2013,45(3):253-263
Many view policy as a normative instrument from which improved practice directly follows. This view leads to the erroneous conclusion that resources do not matter. Resources do not enact themselves. What does matter is resource use. In the account offered here, the district superintendent presented many resources in his plan for district reform. Remarkably, his reform plan lacked provisions for teacher professional development. From an equity standpoint, the superintendent’s lack of a professional development plan may exacerbate achievement disparities. Without such a mechanism, I believe that resources in the district will be squandered and that school stakeholders and observers will continue to conclude erroneously that resources do not matter. 相似文献
20.
This article presents lessons learned about successful professional development for promoting technology integration from eight exemplary schools. Through a qualitative investigation into school leaders’ and teachers’ intentional goals of improving student engagement and achievement, formal, informal, and individual opportunities are described from these schools. The data led to a deep understanding of the ways these schools implemented PD; in most schools purposeful reconfiguration of the entire curriculum was a corollary to the professional development. We found that the most effective models incorporated district wide, school based, formal and informal opportunities that accommodated preferences in both learning and delivery models. 相似文献