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THE PRACTICE: Professional development should involve teachers in the identification of what they need to learn and in the development of the learning experiences in which they will be involved.
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Content Presented By:
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National Partnership for Excellence & Accountability in Teaching
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IMPORTANT!
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Resources related to this practice:
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Action Research Update: Constructing Knowledge
http://www.ufttc.org/publications/specialedition14/spedhome14.html
(Select Action Research from pull-down menu.)
Article in UFT's Special Edition, Volume 14 about Constructing Knowledge: Building Communities of Learners through Job-Embedded Professional Development (CK), an action research project conducted during the 2000-2001 school year by the Northeast and Islands Regional Educational Lab at Brown University (LAB). Action research was the vehicle used to engage participants in a quest to develop habits of mind for collaboration and inquiry. The goals were to build growing communities of learners to work with local evidence and ultimately to alter their practices based on findings resulting from their inquiry. Article includes outline of project design and case studies for several sites.
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Creating Clusters: Study Groups for Professional Learning
http://www.ufttc.org/publications/specialedition14/spedhome14.html
(Select Creating Clusters from pull-down menu.)
Article in UFT's Special Edition, Volume 14 about study groupwss as primary vehicles for professional development in the Teacher Center at Theodore Roosevelt High School. the Bronx, NY. specific examples given about what they do.
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Embed Technology Use in Content Specific Professional Development
http://www.techlearning.com/edge/;jsessionid=J3CT4GUPHK5DAQSNDBCSKHY
This tech tip from Technology & Learning magazine encourages those teaching teachers to use technology to do so within the context of the subject each teacher is teaching. Teachers must see how technology fits into their content areas.
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From Black and White to Color: Technology, Professional Development and Changing Practice
http://www.thejournal.com/magazine/vault/A4070.cfm
Even after technology training by their district, many of the teachers followed in this multi-part article in the THE Journal, were not using technologies efficiently in their classrooms. After helping the teachers with classroom management, constructivist techniques, and showing them how to use technologies with what they were teaching, significant improvement was observed.
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Using Case Studies to Inform Professional Development
http://www.ed.gov/pubs/triedandtrue/teach.html
Describes the Mathematics Case Methods project that references a collection
of cases for use by primary teachers and another for classroom discussion by
students with teachers serving as facilitators. The cases portray real-life
teaching dilemmas that build teacher capacity through the careful process of
reflection and inquiry generated by facilitated discussions with other teachers.
They assist teachers in developing deep pedagogical content knowledge, the
ability to see the subject through the eyes of the student, and to know what instructional experiences can be used to capitalize on that child's thinking.
Whether cases are content specific or deal with broader teaching issues, case
discussants examine different approaches to teaching and learning,
considering the benefits and drawbacks of each.
General resources related to this spotlight:
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