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Author: Karalyn J. Schmalz Publisher: ISBN: Category : Languages : en Pages : 352
Book Description
Professional development includes the planned and unplanned activities that teachers engage in throughout their career to enhance the quality of instruction in their classrooms (Day, 1997). The attentive processes of engagement are described as being physically, emotionally, and cognitively present (Kahn, 1992). Engagement in professional development is strongly related to the level of commitment teachers have to their teaching profession (Rothwell & Herbert, 2007). Being engaged in professional development is necessary because it requires that teachers take responsibility for their learning, and believe that professional development practices will positively contribute to their career (McDonald, 2009). The purpose of this research was to understand the role of colleagues in teachers' engagement in professional development. This study is situated within the conceptual framework of school culture. School cultures are sustaining patterns built over time through rituals, traditions, and accomplishments that enforce actions, feelings, and thought patterns of members (Deal & Peterson, 2009). One cannot have strong and effective professional development without a thick culture (Hopkins, 1994; Little, 1982). Thickness in culture is often forgotten but foundational for engagement in professional development activities (Glover & Coleman, 2005). This study is an examination of teachers' perceptions in two schools: one school that showed exemplary collaboration among its staff and one school that was becoming a more collaborative school. Collaboration is understood as working in cohesion to achieve a common goal (Deal & Peterson, 2009; Fullan & Hargreaves, 1996; Little, 1982; Schlechty, 2009). One focus group with teachers at each school, with follow-up individual interviews, provided the data explaining colleagues' influences on engagement in professional development. The findings of this study suggest that colleagues have an important effect on teachers' engagement in professional development. Participants indicated that colleagues were a factor of engagement because they increased engagement through fulfilling their desire for face-to-face instruction, through their appreciation of being worked with, rather than worked on (Morewood & Bean, 2009), and through networking. As teacher participants worked together in professional development, they increased their school's organizational capacity (Mitchell & Sackney, 2001).
Author: Karalyn J. Schmalz Publisher: ISBN: Category : Languages : en Pages : 352
Book Description
Professional development includes the planned and unplanned activities that teachers engage in throughout their career to enhance the quality of instruction in their classrooms (Day, 1997). The attentive processes of engagement are described as being physically, emotionally, and cognitively present (Kahn, 1992). Engagement in professional development is strongly related to the level of commitment teachers have to their teaching profession (Rothwell & Herbert, 2007). Being engaged in professional development is necessary because it requires that teachers take responsibility for their learning, and believe that professional development practices will positively contribute to their career (McDonald, 2009). The purpose of this research was to understand the role of colleagues in teachers' engagement in professional development. This study is situated within the conceptual framework of school culture. School cultures are sustaining patterns built over time through rituals, traditions, and accomplishments that enforce actions, feelings, and thought patterns of members (Deal & Peterson, 2009). One cannot have strong and effective professional development without a thick culture (Hopkins, 1994; Little, 1982). Thickness in culture is often forgotten but foundational for engagement in professional development activities (Glover & Coleman, 2005). This study is an examination of teachers' perceptions in two schools: one school that showed exemplary collaboration among its staff and one school that was becoming a more collaborative school. Collaboration is understood as working in cohesion to achieve a common goal (Deal & Peterson, 2009; Fullan & Hargreaves, 1996; Little, 1982; Schlechty, 2009). One focus group with teachers at each school, with follow-up individual interviews, provided the data explaining colleagues' influences on engagement in professional development. The findings of this study suggest that colleagues have an important effect on teachers' engagement in professional development. Participants indicated that colleagues were a factor of engagement because they increased engagement through fulfilling their desire for face-to-face instruction, through their appreciation of being worked with, rather than worked on (Morewood & Bean, 2009), and through networking. As teacher participants worked together in professional development, they increased their school's organizational capacity (Mitchell & Sackney, 2001).
Author: Debra K. Meyer Publisher: IAP ISBN: 1648023681 Category : Education Languages : en Pages : 299
Book Description
Helping teachers understand and apply theory and research is one of the most challenging tasks of teacher preparation and professional development. As they learn about motivation and engagement, teachers need conceptually rich, yet easy-to-use, frameworks. At the same time, teachers must understand that student engagement is not separate from development, instructional decision-making, classroom management, student relationships, and assessment. This volume on teaching teachers about motivation addresses these challenges. The authors share multiple approaches and frameworks to cut through the growing complexity and variety of motivational theories, and tie theory and research to real-world experiences that teachers are likely to encounter in their courses and classroom experiences. Additionally, each chapter is summarized with key “take away” practices. A shared perspective across all the chapters in this volume on teaching teachers about motivation is “walking the talk.” In every chapter, readers will be provided with rich examples of how research on and principles of classroom motivation can be re-conceptualized through a variety of college teaching strategies. Teachers and future teachers learning about motivation need to experience explicit modeling, practice, and constructive feedback in their college courses and professional development in order to incorporate those into their own practice. In addition, a core assumption throughout this volume is the importance of understanding the situated nature of motivation, and avoiding a “one-size-fits” all approach in the classroom. Teachers need to fully interrogate their instructional practices not only in terms of motivational principles, but also for their cultural relevance, equity, and developmental appropriateness. Just like P-12 students, college students bring their histories as learners and beliefs about motivation to their formal study of motivation. That is why college instructors teaching motivation must begin by helping students evaluate their personal beliefs and experiences. Relatedly, college instructors need to know their students and model differentiating their interactions to support each of them. The authors in this volume have, collectively, decades of experience teaching at the college level and conducting research in motivation, and provide readers with a variety of strategies to help teachers and future teachers explore how motivation is supported and undermined. In each chapter in this volume, readers will learn how college instructors can demonstrate what effective, motivationally supportive classrooms look, sound, and feel like.
Author: Karalyn Schmalz-Picard Publisher: LAP Lambert Academic Publishing ISBN: 9783659155253 Category : Career development Languages : en Pages : 132
Book Description
This study was an examination of teachers' perceptions in two schools: one school that showed exemplary collaboration among its staff and one school that was becoming a more collaborative school. Collaboration is understood as working in cohesion to achieve a common goal (Deal & Peterson, 2009; Fullan & Hargreaves, 1996; Little, 1982; Schlechty, 2009). One focus group with teachers at each school, with follow-up individual interviews, provided the data explaining colleagues' influences on engagement in professional development. The findings of this study suggest that colleagues have an important effect on teachers' engagement in professional development. Participants indicated that colleagues were a factor of engagement because they increased engagement through fulfilling their desire for face-to-face instruction, through their appreciation of being worked with, rather than worked on (Morewood & Bean, 2009), and through networking. As teacher participants worked together in professional development, they increased their school's organizational capacity (Mitchell & Sackney, 2001).
Author: Ellen Behrstock-Sherratt Publisher: John Wiley & Sons ISBN: 1118540158 Category : Education Languages : en Pages : 224
Book Description
A proven method for working with teachers to design better evaluations There is no magic formula for successfully designing a teacher evaluation system. However there is abundant evidence that suggests involving teachers in the process will reduce the likelihood of opposition, gridlock, and reform failure. Everyone at the Table provides materials to genuinely engage teachers in the evaluation process. The book is a research-based and field-tested practical guide for school leaders. With this resource, educators will have the tools they need to develop meaningful teacher evaluations. Offers a collaborative approach to designing teacher evaluations Includes a companion web-based resource, with video This research-based program outlines a solid plan for improving teacher effectiveness through evaluation reform.
Author: Cathie West Publisher: Routledge ISBN: 1317921682 Category : Education Languages : en Pages : 129
Book Description
In her new book, award-winning principal and leadership expert Cathie West provides education leaders at all levels with the tools and guidance they need to engage teachers in the process of increasing student achievement. With authentic examples and research highlights, readers learn how to develop a motivated faculty that is truly dedicated to school improvement and student success. The "Six Keys" covered in the book are both substantive and comprehensive and offer a clear path to success: Key 1: Create a Culture of Engagement Teacher engagement definition, attributes, and steps towards attainment Key 2: Get Organizationally Engaged Exemplary organization qualities, leadership styles, and effectiveness strategies Key 3: Engineer Engagement Quality meeting characteristics, engagement activities, and leadership techniques Key 4: Zero in on Best Practice Effective teaching attributes, instructional practices, and success tips Key 5: Tap into Teacher Leaders Teacher leader selection, training, and strategic deployment Key 6: Confront Change Challengers Challenger profiles, interventions, and support suggestions BONUS! Every chapter includes a wrap-up to help readers review, apply, and retain new learning for each of the six keys to teacher engagement: Key Concepts provides a bulleted summary of each theme’s major concepts to help readers review key ideas. Best Strategies summarizes each chapter’s high impact teacher engagement strategies. Steps to Success suggests activities that will move new concepts and skills into practice. NOTEWORTHY: This book is also an excellent resource for university and college instructors who are responsible for teacher and principal preparation. The 6 Keys to Teacher Engagement substantially supports graduate level courses pertaining to educational leadership, school improvement, curriculum and assessment, and professional development.
Author: Olia E. Tsivitanidou Publisher: Springer ISBN: 3319914065 Category : Science Languages : en Pages : 277
Book Description
This book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research community, teaching practices deriving from the science teachers’ community, and educational innovation. Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes.
Author: Adam Geller Publisher: R3 Collaboratives ISBN: 0999378112 Category : Education Languages : en Pages : 108
Book Description
With the right plan, video observation and video coaching can be a high-impact lever for accelerating teacher growth. This playbook, from the makers of Edthena, draws from researcher and practitioner advice to offer twelve video-based strategies that readers can implement in their own context for facilitating professional development: • Classroom Tour • Self-interview • Example Analysis • Pre-teach • Self-Reflection • Partner-Supported Reflection • Skill Building Sequence • Video Learning Community • Virtual Walk-through • Video Rounds • Longer-Range Reflection • Iterative Investigation • Online Lesson Study Plus, read about putting video evidence at the center of professional learning, focusing techniques for analyzing video, and guidance about recording and sharing video, and a framework for facilitation of video-based discussion. Afterword by Jim Knight.
Author: Chris Dede Publisher: Harvard Education Press ISBN: 1612508995 Category : Education Languages : en Pages : 377
Book Description
With an emphasis on science, technology, engineering, and mathematics (STEM) training, Teacher Learning in the Digital Age examines exemplary models of online and blended teacher professional development, including information on the structure and design of each model, intended audience, and existing research and evaluation data. From video-based courses to just-in-time curriculum support platforms and MOOCs for educators, the cutting-edge initiatives described in these chapters illustrate the broad range of innovative programs that have emerged to support preservice and in-service teachers in formal and informal settings. “As teacher development moves online,” the editors argue, “it’s important to ask what works and what doesn’t and for whom,” They address these questions by gathering the feedback of many of the top researchers, developers, and providers working in the field today. Filled with abundant resources, Teacher Learning in the Digital Age reveals critical lessons and insights for designers, researchers, and educators in search of the most efficient and effective ways to leverage technology to support formal, as well as informal, teacher learning.
Author: Phillip C. Schlechty Publisher: John Wiley & Sons ISBN: 0787994340 Category : Education Languages : en Pages : 352
Book Description
Leading for Learning Written by acclaimed school reform advocate Phillip C. Schlechty, Leading for Learning offers educators the framework, tools, and processes they need to transform their schools from bureaucracies into dynamic learning organizations. Schlechty explains how to move beyond some of the deeply ingrained and negative conceptions of schooling that guide so much of their practice. He shows educators how they can take advantage of new learning technologies by increasing their organization's capacity to support continuous innovation. "Clearly not for the fainthearted, Schlechty's engrossing appraisal of American education calls for a bold, truly fundamental transformation of how we run our public schools. Some books are thought-provoking; this one is action-provoking." —W. JAMES POPHAM, professor emeritus, UCLA "Dr. Schlechty has once again written an insightful book that educational leaders can use as a road map in transforming our schools into learning organizations designed to serve twenty-first century students." —DR. RANDY BRIDGES, superintendent, Alamance-Burlington School System, NC "Because education is ultimately a community responsibility, Schlechty's proposal to shift school systems from bureaucracies to learning organizations can open doors to citizens who are frustrated by the bureaucracy in their efforts to reclaim their role in education. This book is as much for them as it is for professional educators." —DAVID MATHEWS, president, Kettering Foundation "Anyone in a school leadership position—from the board room to the classroom—should read this engaging and thought-provoking book. It's a must-read for all immersed in or contemplating the transformation of public education." —CLAUDIA MANSFIELD SUTTON, chief communications and marketing officer, American Association of School Administrators
Author: Petty, Teresa Publisher: IGI Global ISBN: 152250205X Category : Education Languages : en Pages : 859
Book Description
As educational standards continue to transform, it has become essential for educators and pre-service teachers to receive the support and training necessary to effectively instruct their students and meet societal expectations. However, there is not a clear consensus on what constitutes teacher effectiveness and quality within the education realm. The Handbook of Research on Professional Development for Quality Teaching and Learning provides theoretical perspectives and empirical research on educator preparation and methods for enhancing the teaching process. Focusing on teacher effectiveness and support provided to current and pre-service educators, this publication is a comprehensive reference source for practitioners, researchers, policy makers, graduate students, and university faculty.
Author: Karalyn J. Schmalz
Author: Karalyn J. Schmalz
Author: Debra K. Meyer
Author: Karalyn Schmalz-Picard
Author: Ellen Behrstock-Sherratt
Author: Cathie West
Author: Olia E. Tsivitanidou
Author: Adam Geller
Author: Chris Dede
Author: Phillip C. Schlechty
Author: Petty, Teresa