Suggested Strategies and Resources
No one would argue that good professional development is key. Secondary content area teachers see that many of their students do not have adequate literacy skills to succeed academically, but few have an understanding of how to best support literacy development in their specific course content. The quality and the design of professional development to meet this need can determine the success or failure of the entire initiative. Literacy-based ongoing professional development must be perceived as part of the life of the school, as opposed to being seen as an interruption or an extra. The challenge of how to
schedule professional development in ways that maximize its effectiveness and potency to change teacher practice must be met.
Research has found that more effective schools and districts were substantially different in their professional climate, ongoing
professional development, and professional demeanor (see http://cela.albany.edu/eie1/main.html).
For a general overview of professional development strategies that lead to improved student achievement, see http://www.nsdc.org/library/publications/jsd/richardson211.cfm.
For a list of ten key strategies for success in urban schools, six of which
focus on professional development, see http://www.temple.edu/LSS/htmlpublications/spotlights/100/spot103.htm.
For a description of a successful professional
development initiative that effectively supports adolescent literacy, see http://wested.org/stratlit/.
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