Author: Betty Lea PeeblesPublisher:
ISBN:
Category : School improvement programs
Languages : en
Pages : 172
Book Description
High School Principals' and Teachers' Perceptions of Peach State University's Professional Development School Model
Author: Betty Lea PeeblesPublisher:
ISBN:
Category : School improvement programs
Languages : en
Pages : 172
Book Description
A Pathway to PDS Partnership
Author: Emily ShoemakerPublisher: IAP
ISBN: 1641139153
Category : Education
Languages : en
Pages : 165
Book Description
Professional Development Schools offer P-12 schools and universities the opportunity to create rich learning environments for students, teacher candidates, teachers, university professors and administrators. The creation of Professional Development Schools requires careful thought and planning by leaders from both institutions who understand the importance of a systemic approach to gathering information that will allow them to build strong, sustainable partnerships. This book is a practical, hands-on guide to exploring and assessing school and university readiness and compatibility to pursue a PDS partnership. The Professional Development School Exploration and Assessment (PDSEA) Protocol provides surveys and focus group interview questions that facilitate the identification of P-12 school and teacher preparation program qualities, characteristics and perceptions to determine institutional compatibility. Collaborative discussion and PDS planning templates provide guidelines for planning new PDSs. Assessment instruments used with the PDSEA Protocol are available online. The authors offer unique insights into Professional Development Schools based on their experiences as educators in elementary, middle school, high school and as university professors who have been active in Professional Development Schools for 13 years. In this book, they share their insights and practical ideas about what it takes to develop viable and sustainable Professional Development Schools. Developed over a period of 8 years in a study that involved three universities and 13 partner schools, the PDSEA Protocol will assist teacher preparation programs, P-12 school districts and individual school sites as they explore, assess and plan school-university partnerships.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 620
Book Description
High School Administrators' Perception of the Effectiveness of Professional Development
Author: Rodney J. WilliamsPublisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 114
Book Description
Author's abstract: The importance of professional development has been emphasized in recent legislation and accountability acts. As Georgia competes for Race to the Top Funds, high school administrators are being required to attend various professional development activities. These may address the new teacher evaluation system, common core, and techniques on how to close the gap between high-achieving students and students with a learning disability. Therefore, the purpose of this qualitative study was to understand high school administrators' perceptions of the effectiveness of professional development. This qualitative study used a case study design with purposive sampling. Participants included twelve high school administrators currently serving in a rural Georgia school system. The participants completed a survey and participated in face-to face interviews. Surveys were used to collect demographic information and information about professional development activities the participants experienced. Face-to-face interviews were recorded and transcribed by the researcher. The audio-recorded interviews were transcribed and coded for patterns in responses, from which major themes evolved. The goal of this study was to provide district level profession development coordinators, county officials, and administrators with findings regarding administrator's perceptions of professional development activities. This study provided high school administrators an opportunity to reflect on professional development activities in which they have participated and to report on their perceptions of the effectiveness of various professional development activities. By reviewing the data provided from the survey and face-to-face interviews, district level professional development coordinators may consider new ideas on the content and delivery methods of professional development activities that could impact day-to-day activities of high school administrators.
An Analysis of High School Teachers' Perceptions of Professional Development
Author: Michael J. FamaPublisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 161
Book Description
Professional Development Schools
Author: Ismat Abdal-HaqqPublisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 104
Book Description
Professional Development Schools offers a close-up, comprehensive look at the state of professional development schools in the United States today. The vision of an ideal professional development school (PDS) is drawn from the best-known P-12 practices and optimum sites for preparing novice teachers. This "ideal" PDS would continually generate, test, and refine new knowledge and organizational structures. Abdal-Haqq poses the following questions regarding whether the PDS is performing its intended role: Is the PDS improving the curriculum, instruction, and structure of P-12 schools through professional development of educators? and Is it making substantive, positive differences in students' learning levels? To find answers, the author examines substantial amounts of evidence from various sources: student interviews and follow-up studies with teacher education graduates; surveys with preservice teachers on attitudes, beliefs, and self-efficacy; and reviews in student journals. Abdal-Haqq also investigates the important questions of time and money. She explores the kinds of additional fiscal and human resources necessary to start up and sustain a PDS.
A Pathway to PDS Partnership
Author: Emily ShoemakerPublisher: Information Age Publishing
ISBN: 9781641139144
Category : College-school cooperation
Languages : en
Pages :
Book Description
"Professional Development Schools offer P-12 schools and universities the opportunity to create rich learning environments for students, teacher candidates, teachers, university professors and administrators. The creation of Professional Development Schools requires careful thought and planning by leaders from both institutions who understand the importance of a systemic approach to gathering information that will allow them to build strong, sustainable partnerships. This book is a practical, hands-on guide to exploring and assessing school and university readiness and compatibility to pursue a PDS partnership. The Professional Development School Exploration and Assessment (PDSEA) Protocol provides surveys and focus group interview questions that facilitate the identification of P-12 school and teacher preparation program qualities, characteristics and perceptions to determine institutional compatibility. Collaborative discussion and PDS planning templates provide guidelines for planning new PDSs. The authors offer unique insights into Professional Development Schools based on their experiences as educators in elementary, middle school, high school and as university professors who have been active in Professional Development Schools for 13 years. In this book, they share their insights and practical ideas about what it takes to develop viable and sustainable Professional Development Schools. Developed over a period of 8 years in a study that involved three universities and 13 partner schools, the PDSEA Protocol will assist teacher preparation programs, P-12 school districts and individual school sites as they explore, assess and plan school-university partnerships"--
Too Big to Fail
Author: Pete Zachary Kashubara (II.)Publisher:
ISBN:
Category : Adult learning
Languages : en
Pages : 182
Book Description
"The purpose of this study was to examine how high school principals in a large urban district in the Southeastern United States view their professional development by gathering data on the essentials of professional development that support principals in carrying out their expanding roles, promoting the professional growth and efficacy of principals, and fostering the overall success of the schools they lead. Principal perceptions of professional development directly affect the extent to which they engage in and garner knowledge and skills from professional development activities. This semi-structured qualitative interview study asked 16 high school principals about their professional development experiences. Three major themes emerged from the data including: (a) improved outcomes and efficacy for practicing high school principals, (b) development of the characteristics desired for professional development, and (c) Adult Learning Theory correlated to preferred delivery models. Within each theme, implications of the study are discussed and recommendations for high school principal and districts are presented."--Abstract from author supplied metadata.
The Perceptions of Principals and Teachers in Georgia's League of Professional Schools Regarding Time Commitment in Structured Shared Decision Making and the Impact on Improvement
Author: Richard Kelly LittlePublisher:
ISBN:
Category : School improvement programs
Languages : en
Pages : 532
Book Description
High School Teachers' Perceptions about the Professional Development Program at Their Campus
Author: Geraldina Cantu ArredondoPublisher:
ISBN:
Category :
Languages : en
Pages : 106
Book Description