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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Instructional Personnel
Professional Development and Teacher LearningJournal ArticlesEJ666532 IR547471No One Way: Working Models for Teachers' Professional Development. Author: Jenson, Jennifer; Lewis, Brian; Smith, Richard Availability: LISE, Leicester University, Education Library, 21 University Road, Leicester Lei 7RF England. Tel: 0116 252 3735; E-mail: rwk3@leicester.ac.uk; Web site: http://www.educ.cam.ac.uk/lise/liseelj.htm/. Journal Citation: Journal of Technology and Teacher Education, v10 n4 p481-96 2002 Publication Date: 2002 ISSN: 1059-7069 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2003 Abstract: Investigates the role of professional development in the implementation of computer technologies in Canadian schools. Examines three examples of professional development; identifies issues encountered when teachers participate in large- and small-scale professional development programs; and suggests key elements that should be considered when designing and implementing professional development programs for teachers. (Author/LRW) Descriptors: *Computer Assisted Instruction; Foreign Countries; *Professional Development; Program Design; Program Implementation; *Teacher Improvement EJ665477 SP530916 Teacher Improvement Projects in Guinea: Lessons Learned from Taking a Program to National Scale. Author: Schwille, John; Dembele, Martial; Diallo, Alpha Mahmoudou Availability: Hudson Institute, P.O. Box 26-919, Indianapolis, IN 46226 (Subscription: $19.95). Tel: 888-554-1325 (Toll Free). Journal Citation: Peabody Journal of Education, v76 n3&4 p102-21 2001 Publication Date: 2001 ISSN: 0161-956X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2003 Abstract: Highlights lessons learned from a small, grant-funded teacher improvement project in Guinea that went nationwide, including: it is possible to make such a system work on a national scale in a resource-scarce country; effective initial and continued training is critical for all participants; it is difficult to provide close-to-school assistance without infringing on teacher autonomy; and the program depends upon intangible commitments to make it work. (SM) Descriptors: Developing Nations; Elementary Education; *Faculty Development; Foreign Countries; Grants; Program Effectiveness; *Teacher Improvement EJ657780 IR546573 The Pedagogical TICKIT: Web Conferencing To Promote Communication and Support during Teacher Professional Development. Author: Bonk, Curt; Ehman, Lee; Hixon, Emily; Yamagata-Lynch, Lisa Availability: Elsevier Science, P.O. Box 945, New York, NY 10159-0945 ($732 per year subscription). Tel: 888-437-4636 (Toll Free); Tel: 212-633-3730; Fax: 212-633-3680; e-mail: usinfo-f@elsevier.com. Journal Citation: Journal of Technology and Teacher Education, v10 n2 p205-33 2002 Publication Date: 2002 ISSN: 1059-7069 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2003 Abstract: Discusses the online activities used in the Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT), a school-based professional development program involving K-12 teachers from rural Indiana schools that was developed by Indiana University. Describes the use of Web-based asynchronous conferencing to post technology integration progress reports. (Author/LRW) Descriptors: Elementary Secondary Education; Higher Education; *Professional Development; Rural Schools; *Teacher Improvement; *Technology Integration; *Teleconferencing; *Web Based Instruction EJ657778 IR546571 Situated Professional Development and Technology Integration: The Capital Area Technology and Inquiry in Education (CATIE) Mentoring Program. Author: Swan, Karen; Holmes, Aliya; Vargas, Juan D.; Jennings, Sybillyn; Meier, Ellen; Rubenfeld, Lester Availability: Elsevier Science, P.O. Box 945, New York, NY 10159-0945 ($732 per year subscription). Tel: 888-437-4636 (Toll Free); Tel: 212-633-3730; Fax: 212-633-3680; e-mail: usinfo-f@elsevier.com. Journal Citation: Journal of Technology and Teacher Education, v10 n2 p169-90 2002 Publication Date: 2002 ISSN: 1059-7069 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2003 Abstract: Explores the theoretical basis for a mentoring model of professional development addressing technology integration into classroom teaching and learning. Describes the Capital Area Technology and Inquiry in Education (CATIE) Program for elementary schools and discusses situative theories of knowledge and learning, technology planning, access to equipment and software, and teacher attitudes. (Author/LRW) Descriptors: Access to Computers; *Computer Assisted Instruction; *Educational Technology; Elementary Education; *Mentors; *Professional Development; Teacher Attitudes; *Teacher Improvement; *Technology Integration; Technology Planning EJ655295: No data available. EJ652051 EA539915 Elements of Adult Learning in Teacher Professional Development. Author: Terehoff, Irina I. Availability: http://exchanges.state.gov/forum Journal Citation: NASSP Bulletin, v86 n632 p65-77 Sep 2002 Publication Date: 2002 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJAN2003 Abstract: Examines concept and philosophy of andragogy (art and science of teaching adults) and ways that adults' self-image, experiences, and readiness to learn differentiate adult education from pedagogy. By creating an environment for adult learning and engaging school staff in mutual planning, design, implementation, and evaluation of professional development, school principals can improve process of school-based teacher professional development. (Contains 15 references.) (Author/PKP) EJ651270 SO534967 Teacher Development and Change in South Africa: A Critique of the Appropriateness of Transfer of Northern/Western Practice. Author: Johnson, Sally; Monk, Martin; Hodges, Merle Availability: Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. Journal Citation: Compare, v30 n2 p179-92 Jun 2000 Publication Date: 2000 ISSN: 0305-7925 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC2002 Abstract: Discusses the differential distribution of opportunities for professional development of science teachers in post-apartheid South Africa. Argues that northern/western ideas about teacher change and development are poorly suited to modeling practices. Proposes that evolutionary ideas on teacher change and development offer a more effective model of the constraints in teachers' work. (CMK) Descriptors: *Educational Improvement; Educational Philosophy; *Educational Practices; Elementary Secondary Education; Foreign Countries; *Professional Development; Science Education; *Science Teachers; *Teacher Improvement; Teaching Conditions Identifiers: South Africa; *Teacher Change; *Teacher Development EJ650803 IR545783 The Internet Learning Forum: Developing a Community Prototype for Teachers of the 21st Century. Author: Reynolds, Eric; Treahy, Diana; Chao, Chin-chi; Barab, Sasha Availability: The Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. Journal Citation: Computers in the Schools, v17 n3-4 p107-25 2001 Publication Date: 2001 ISSN: 0738-0569 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC2002 Abstract: Reports on the creation of a community of practice for teachers' professional development via the World Wide Web. Highlights include theoretical foundations; current online models of professional development; and the Internet Learning Forum, a Web site developed to support mathematics and science teachers. (Author/LRW) Descriptors: *Internet; Mathematics Teachers; Models; Online Courses; *Professional Development; Science Teachers; *Teacher Improvement; *Web Based Instruction Identifiers: Theoretical Analysis; Web Sites Descriptive Terms: Issue theme: The Web in Higher Education: Assessing the Impact and Fulfilling the Potential. Part I. EJ650342 CS762890 Growing Professionally, Leading the Way. Author: Sipe, Rebecca Bowers Availability: http://exchanges.state.gov/forum/ Journal Citation: English Journal, v91 n6 p12-14 Jul 2002 Publication Date: 2002 ISSN: 0013-8274 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJDEC2002 Abstract: Describes a visit with an educational leader, Louise Rosenblatt. Notes that Rosenblatt is a teacher, and from her teaching, both in the classroom and in other forums, she has led educators to think about teaching, and about what is valuable. Notes that for secondary teachers, the National Council of Teachers of English's Secondary Section offers a welcoming professional home. (SG) Descriptors: *English Instruction; Mentors; *Professional Development; *Reflective Teaching; Secondary Education; *Teacher Improvement; *Teacher Leadership Identifiers: *Rosenblatt (Louise) EJ648361 CE539660 Uniting Teacher Learning: Collaborative Inquiry for Professional Development. Author: Bray, John N. Availability: http://www.joe.org/joe/2002june/comm2.html Journal Citation: New Directions for Adult and Continuing Education, n94 p83-91 Sum 2002 Publication Date: 2002 ISSN: 1052-2891 Language: English Document Type: Journal articles (080) Journal Announcement: CIJNOV2002 Abstract: Multiple collaborative inquiry groups were established in a K-12 rural school for teacher professional development and school improvement. Outcomes included individual teacher renewal, creation of a network for teacher interaction, change in teachers' classroom behavior, and structural and cultural change in the school. (SK) Descriptors: Adult Learning; Elementary School Teachers; *Experiential Learning; *Faculty Development; School Culture; Secondary School Teachers; *Teacher Improvement Identifiers: *Collaborative Inquiry Descriptive Terms: Theme: Collaborative Inquiry as a Strategy for Adult Learning. EJ646867 CS762471 Teachers Are Enthusiastic Participants in a Learning Community. Author: Slick, Susan Availability: College of Education and Behavioral Science, Morehead State University, Morehead, KY 40351. Journal Citation: Clearing House, v75 n4 p198-201 Mar-Apr 2002 Publication Date: 2002 ISSN: 0009-8655 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJOCT2002 Abstract: Explores the issues and agendas affecting teachers in a pilot graduate program for 52 veteran K-12 teachers. Provides an overview of the learning community model and applications for professional development. Suggests the learning community model is a way to support and inspire teachers and enhance teacher efficacy. (RS) Descriptors: *Educational Change; Elementary Secondary Education; Graduate Study; Higher Education; Models; *Professional Development; Program Descriptions; Teacher Attitudes; Teacher Effectiveness; *Teacher Improvement; *Teachers; Descriptive Terms: Theme: Teacher Renewal. EJ646332 SO534761 Authentic Pedagogy Seminars: Renewing Our Commitment to Teaching and Learning. Author: Avery, Patricia G.; Kouneski, Nonie Peterson; Odendahl, Tom Availability: Eta Sigma Gamma, the National Professional Health Education Honorary, 2000 University Ave., Muncie, IN 47306. Journal Citation: Social Studies, v92 n3 p97-101 May-Jun 2001 Publication Date: 2001 ISSN: 0037-7996 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2002 Abstract: Focuses on the project, "Authentic Pedagogy in the Social Studies"(APSS), that was designed to assist teachers in their work with the Minnesota High Standards. Addresses the agenda for the APSS seminars, the renewed sense of collegiality, and lessons learned. (CMK) Descriptors: Elementary Secondary Education; High Schools; Interviews; *Professional Development; Program Content; *Seminars; *Social Studies; *State Standards; *Teacher Improvement; Teaching Methods Identifiers: Minnesota EJ645865 PS532992 From "Turning Points" to Transformation Points: A Reinvention Paradigm for Middle Schools. Author: Gallagher-Polite, Mary M. Availability: For full text: http://www.marshall.edu/jrcp/vole1/vole11/NelsonEwen.html. Journal Citation: Middle School Journal, v33 n1 p21-27 Sep 2001 Publication Date: 2001 ISSN: 0094-0771 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJSEP2002 Abstract: Discusses the need to continue momentum of middle school restructuring first motivated by "Turning Points" to revitalize both schools and teachers. Recommends adding two transformation points that address emotional and spiritual dimensions to supplement the original reform agenda for physical, intellectual, and volitional dimensions of schools. Discusses focusing these transformation points through breakthrough events to achieve further professional development. (JPB) Descriptors: Educational Environment; *Educational Objectives; *Middle School Teachers; Middle Schools; *Professional Development; Teacher Attitudes; Teacher Burnout; *Teacher Improvement Identifiers: Turning Points EJ644308 UD523541 Narrating Professional Development: Teachers' Stories as Texts for Improving Practice. Author: Wood, Diane R. Availability: Electronically searchable ERIC RIE document resume data from 1966 forward is available free to the public at http://www.eric.ed.gov. The entire ERIC database in electronic form can be purchased from the ERIC Processing and Reference Facility, 4483-A Forbes Blvd., Lanham, MD 20706 USA. Tel: 800-799-3742 (Toll Free); Tel: 301-552-4200; Web site: http://www.ericfacility.org. Journal Citation: Anthropology & Education Quarterly, v31 n4 p426-48 Dec 2000 Publication Date: 2000 ISSN: 0161-7761 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG2002 Abstract: Traces a systematic, respectful process for using narrative materials in teachers' professional development. One high school teacher wrote a series of stories about school experiences, using them to facilitate discussion, thinking, and writing about her ongoing practice. Outlines the methods of narrative inquiry used to safeguard the teachers' voice and perspective while supporting her in critical reflection and changed practice. (SM) Descriptors: *Faculty Development; High Schools; Inquiry; *Personal Narratives; Reflective Teaching; *Teacher Improvement Identifiers: Reflective Thinking EJ644110 SP529974 Using Teacher Narrative Research in Teacher Development. Author: Schwarz, Gretchen Availability: The National Association of Nurses, 810 E. 10th Street, Lawrence, KS 66044-8897. Tel: 785-843-1235., Journal Citation: Teacher Educator, v37 n1 p37-48 Sum 2001 Publication Date: 2001 ISSN: 0887-8730 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2002 Abstract: Argues that teacher development should begin in pre-service education, should be humanistic and constructivist, and should encourage teacher's voices. One means for such development is teacher narrative research (inquiry built on teacher stories). Examples from students demonstrate how such research and narrative meet pre-service teachers' human needs, help them construct knowledge about teaching, and acknowledge diverse voices in education. (SM) Descriptors: Elementary Secondary Education; *Faculty Development; Higher Education; Inquiry; *Personal Narratives; Preservice Teacher Education; *Teacher Improvement; *Teacher Researchers; EJ639612 IR545196 Designing and Building an On-line Community: The Struggle To Support Sociability in the Inquiry Learning Forum. Author: Barab, Sasha A.; MaKinster, James G.; Moore, Julie A.; Cunningham, Donald J. Availability: Order through Web site: http://query.nytimes.com/search/abstract?res=F50F14F73E5B0C708DDDAB0 994D9404482 ($2.50). Journal Citation: Educational Technology Research and Development, v49 n4 p71-96 2001 Publication Date: 2001 ISSN: 1042-1629 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN2002 Abstract: Describes the sociotechnical structures of the Inquiry Learning Forum (ILF), a Web-based professional development tool designed to support a community of inservice and preservice mathematics and science teachers creating, sharing, and improving inquiry-based pedagogical practices. Highlights the change in focus from usability to sociability issues. (Contains 82 references.) (Author/LRW) Descriptors: *Faculty Development; *Inquiry; *Interpersonal Competence; *Online Courses; Science Teachers; Teacher Education; *Teacher Improvement; *World Wide Web Identifiers: *Sociotechnical Systems; Usability EJ638383 SP529693 Learning from Experience or Just Meeting Standards? The Future of Continuing Professional Development Provision for Special Educational Needs Co-ordinators. Author: Davies, John Dwyfor; Lee, John Availability: Triangle Journals Ltd., P.O. Box 65, Wallingford, Oxford, OX10, 0GY, U.K. E-mail: subscriptions@triangle.co.uk. Web site: www.triangle.co.uk. Journal Citation: Journal of In-service Education, v27 n2 p261-74 2001 Publication Date: 2001 ISSN: 0305-7631 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: Critiques the British Teacher Training Agency's views on the knowledge and skills required by Special Educational Needs Coordinators (SENCOs), claiming that the Code of Practice embodies a technicist model for teaching and neglects the affective elements required, especially for SENCOs. The paper argues for an approach which incorporates a concept of personal professional development. (SM) Descriptors: Elementary Secondary Education; *Faculty Development; Foreign Countries; *Inservice Teacher Education; *Special Education Teachers; Special Needs Students; *Teacher Improvement Identifiers: United Kingdom EJ637543 IR544675 Implementing Technology Using the Teachers as Trainers Staff Development Model. Author: Cooley, Van E. Availability: Bill Communications, Inc., 50 S. Ninth St., Minneapolis, MN 55402. Available electronically: http://209.11.43.230/onlinelearning/magazine/index.jsp. Journal Citation: Journal of Technology and Teacher Education, v9 n2 p269-84 2001 Publication Date: 2001 ISSN: 1059-7069 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: Describes the Teachers as Trainers staff development model which provides a comprehensive framework for faculty and staff training, and provides examples of its use in implementing educational technology into classroom instruction. Focuses on interrelated concepts designed to generate shared responsibility among faculty, staff, and administration and includes ongoing support, modeling, and accountability. (Author/LRW) Descriptors: Administrator Role; *Educational Technology; *Inservice Teacher Education; Models; Responsibility; *Staff Development; *Teacher Improvement; Teacher Role Identifiers: Conceptual Frameworks; *Technology Implementation EJ637542 IR544674 Professional Development in Technology: Catalyst for School Reform. Author: Holland, Patricia E. Availability: Bill Communications, Inc., 50 S. Ninth St., Minneapolis, MN 55402. Available electronically: http://209.11.43.230/onlinelearning/magazine/index.jsp. Journal Citation: Journal of Technology and Teacher Education, v9 n2 p245-67 2001 Publication Date: 2001 ISSN: 1059-7069 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: This case study of teachers' professional development in instructional technology explores three assumptions: teachers are at various levels in their knowledge and use of technology; staff development needs to be based on currently construed best practices; and teacher's professional development in technology may serve to further larger goals of school reform. (Author/LRW) Descriptors: Case Studies; *Educational Change; *Educational Technology; *Professional Development; Staff Development; *Teacher Improvement; Teacher Role Identifiers: Technology Utilization EJ630759 CS761266 When Teachers Have Time To Talk: The Value of Curricular Conversations. Author: Mills, Heidi; Jennings, Louise B.; Donnelly, Amy; Mueller, Lyn Z. Availability: Journal Citation: Language Arts, v79 n1 p20-28 Sep 2001 Publication Date: 2001 ISSN: 0360-9170 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJFEB2002 Abstract: Follows a four-year journey of the Center for Inquiry as teachers, administrators, and university partners engage in professional inquiry. Describes evolution of processes that have challenged and validated professional development within the culture of inquiry. Notes the Richland School District Two/University of South Carolina partnership was established to foster inquiry-based pedagogy, teacher inquiry, and inquiry for continuous school renewal. (SG) Descriptors: *College School Cooperation; *Curriculum Development; Elementary Secondary Education; Inquiry; *Professional Development; *Teacher Improvement Descriptive Terms: Theme: Building a Professional Community. EJ629867 IR544168 Professional Development as Collaborative Inquiry. Author: Harada, Violet H. Availability: Journal Citation: Knowledge Quest, v29 n5 p13-19 May-Jun 2001 Publication Date: 2001 ISSN: 1094-9046 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJAN2002 Abstract: Discussion of effective professional development for educators focuses on a description of how three organizations in Hawaii cooperatively designed and implemented a professional development model that considered paradigm shifts in professional development practices. Highlights include an inquiry approach; creating authentic learning experiences; assessment; reflective practices; and strengthening collaboration. (LRW) Descriptors: Evaluation Methods; Models; *Professional Development; *Teacher Collaboration; *Teacher Improvement Identifiers: Authentic Learning; *Collaborative Inquiry; Hawaii; Paradigm Shifts; Reflective Practice EJ626186 CS760849 What Workshop or Inservice Activity Has Been Most Valuable to You in Your Teaching? Author: Johnson, Laurel Eury; Quatroke, Rosanne; Simpson, Amy J.; Easterling, Victoria J.; Felps, Maryann; McAloon, Noreen Watson; Danforth, Kathleen M. Availability: Journal Citation: English Journal, v90 n5 p28-31 May 2001 Publication Date: 2001 ISSN: 0013-8274 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2001 Abstract: Offers brief descriptions from seven secondary school teachers describing a workshop or inservice activity that has been particularly valuable for their teaching, including a Shakespeare seminar, a Socratic teaching seminar, English-as-a-second language courses, a new teacher induction program, a program on the "Brody paragraph" method, and the Rhode Island Writing Project summer workshop. (SR) Descriptors: *Faculty Development; *Inservice Teacher Education; Secondary Education; *Secondary School Teachers; *Teacher Improvement; *Teacher Workshops Descriptive Terms: Theme: The School and the Community. EJ626144 CS760806 School-University Collaboration for Reform in California: The DELTA Project. Author: Maxson, Sylvia; Schwartz, Donald Availability: Journal Citation: Clearing House, v74 n5 p251-56 May-Jun 2001 Publication Date: 2001 ISSN: 0009-8655 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2001 Abstract: Describes DELTA (Design for Excellence: Linking Teaching and Achievement), a program that directs reform efforts toward teachers in greater Los Angeles. Notes the primary goal is to link public schools and higher education in a collaborative effort to reform three key areas: teacher preparation; support for new teachers; and ongoing, progressive professional development for veteran teachers. (RS) Descriptors: *Beginning Teachers; *College School Cooperation; *Educational Change; *Professional Development; Program Descriptions; Secondary Education; *Teacher Education; *Teacher Improvement Identifiers: California (Los Angeles) EJ617200 SP528824 Surf the Wave of the Future! Author: Hanson-Harding, Brian Availability: Journal Citation: Instructor, v110 n4 p64-65,66-69 Nov-Dec 2000 Publication Date: 2000 ISSN: 1049-5851 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2001 Abstract: Internet-based courses are rapidly expanding professional development opportunities for teachers. Today, a small but growing number of organizations offer hundreds of classes enabling teachers to fulfill state requirements, accumulate continuing education units or professional development points, and earn graduate credit. Internet-based courses offer teachers convenience, flexibility, and variety. (SM) Descriptors: *Computer Uses in Education; Educational Technology; Elementary Secondary Education; *Faculty Development; Inservice Teacher Education; *Internet; *Teacher Improvement; Teachers; Teaching Methods EJ617196 SP528820 Dozens of Ways To Grow! Author: Philips, Carol Availability: Journal Citation: Instructor, v110 n4 p23-25 Nov-Dec 2000 Publication Date: 2000 ISSN: 1049-5851 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJMAY2001 Abstract: Presents a collection of ideas for teachers' professional growth, noting that teachers can brainstorm lists of ideas on their own by considering what they want to learn and how they learn best. Suggestions include being inspired by other teachers in the literature or the movies; studying student work; facing challenges; redesigning units; traveling; and participating in intensive residency programs. (SM) Descriptors: Creative Thinking; Elementary Secondary Education; *Faculty Development; *Teacher Improvement; Teachers Target Audience: Practitioners; Teachers EJ611206 EA537424 Designing Professional Development That Works. Author: Birman, Beatrice F.; Desimone, Laura; Porter, Andrew C.; Garet, Michael S. Availability: Journal Citation: Educational Leadership, v57 n8 p28-33 May 2000 Publication Date: 2000 ISSN: 0013-1784 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2001 Abstract: By studying survey data from 1,000 teachers participating in a Title II workshop, researchers identified three structural features (form, duration, and collective participation) that set a proper context for professional development. Three core features of professional-development learning experience include content focus, active learning, and coherence. (Contains 17 references.) (MLH) Descriptors: *Active Learning; Adult Learning; Elementary Secondary Education; *Learning Activities; *Professional Development; *Program Effectiveness; *Teacher Improvement; *Teacher Participation; Teacher Surveys EJ610628 SP528479 Low Incomes, High Hurdles: An Interview with Kati Haycock. Author: Sparks, Dennis Availability: Journal Citation: Journal of Staff Development, v21 n3 p37-40 Sum 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJAN2001 Abstract: Presents an interview with Kati Haycock, Director of the Education Trust, discussing: challenges to developing high quality staff development in schools serving low-income, minority students; teacher turnover; rural poverty; content-oriented staff development; learning from colleagues; making time for staff learning; willingness to change and re-examine preconceived ideas about education; leadership and standards; and the school's influence. (SM) Descriptors: Administrator Attitudes; Administrator Role; Educational Improvement; Elementary Secondary Education; *Faculty Development; Low Income Groups; Minority Group Children; Rural Schools; School Role; Teacher Attitudes; *Teacher Improvement; Teachers; Urban Schools EJ610627 SP528478 California's Course. Author: Kent, Karen; Lingman, Carol Availability: Journal Citation: Journal of Staff Development, v21 n3 p31-32,34-36 Sum 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJAN2001 Abstract: Describes how the California Professional Development Reform Initiative (CPDRI) developed a framework for professional learning. The final CPDRI document, Designs for Learning, is organized around 10 design elements which comprise a system for ongoing professional learning for teachers. Sidebars present: the California Standards for the Teaching Profession; characteristics of quality professional development design; and the status of teachers' professional development. (SM) Descriptors: Educational Change; Educational Improvement; Elementary Secondary Education; *Faculty Development; Program Development; State Legislation; *State Standards; *Teacher Improvement; Teachers Identifiers: California; Reform Efforts EJ610626 SP528477 What Can I Do? Voices of Advocacy. Author: Backus, Debbie; Olson, Kris Kaiser; Delehant, Ann; Richardson, Joan; DuFour, Rick; Goodbread, Marian Availability: Journal Citation: Journal of Staff Development, v21 n3 p24-30 Sum 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Guides--Non-classroom (055); Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJAN2001 Abstract: Presents the perspectives of six advocates for quality staff development, including a principal who emphasizes questioning; a director of communications for parents who emphasizes reading clues; an educational consultant who recommends sharing information; a board of education member who recommends educating oneself; a school superintendent who works to provide time; and a teacher who recommends being friendly, fervent, and firm. (SM) Descriptors: Administrator Role; Administrators; *Advocacy; Educational Quality; Elementary Secondary Education; *Faculty Development; Parent Responsibility; Parents; *Teacher Improvement; Teacher Role; Teachers EJ610625 SP528476 Activist Educators. Author: Pardini, Priscilla Availability: Journal Citation: Journal of Staff Development, v21 n3 p18-23 Sum 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2001 Abstract: Presents a set of snapshots of the work of the Staff Development Leadership Councils created by the National Staff Development Council in 1998, offering lessons for others who want to do similar work in their states and provinces. The examples come from Texas, Louisiana, Illinois, Kansas, and Indiana. Information on contact people for each project is provided. (SM) Descriptors: Advocacy; Elementary Secondary Education; *Faculty Development; State Programs; State Standards; *Teacher Improvement; Teachers Identifiers: Illinois; Indiana; Kansas; Louisiana; Texas EJ610624 SP528475 The Power of One. Author: Hirsh, Stephanie Availability: Journal Citation: Journal of Staff Development, v21 n3 p10-16 Sum 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJAN2001 Abstract: To ensure quality staff development, staff developers must understand the context in which it is delivered, with content, process, and context standards met simultaneously. One administrator's experiences serving on a school board in order to understand how to influence context standards are presented, discussing the creation of staff development leadership councils and lessons learned. Resources for further information are included. (SM) Descriptors: *Context Effect; Decision Making; Educational Improvement; Educational Policy; Elementary Secondary Education; *Faculty Development; Standards; *Teacher Improvement; Teacher Participation; Teachers Identifiers: Content Structure; Political Action EJ610109 IR541784 TEECH Lessons Learned: Strategies for Facilitating Communication in Teacher Enhancement. Author: Falk, Joni; Lochhead, Jack; Jacobs, Gloria; Mooney, Bridget; Drayton, Brian Availability: Journal Citation: Journal of Technology and Teacher Education, v7 n4 p271-78 1999 Publication Date: 1999 ISSN: 1059-7069 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJAN2001 Abstract: Explains TEECH (Teacher Enhancement Electronic Communications Hall) funded by the National Science Foundation (NSF) and discusses its goal to promote collaboration and communication among leaders in teacher professional development. Examines challenges and successes that TEECH has encountered in attempting to forge a virtual community of leaders in teacher enhancement, focusing on listserv dialogs. (Author/LRW) Descriptors: *Communication (Thought Transfer); Cooperation; Leadership; Listservs; *Professional Development; *Teacher Improvement; *Telecommunications Identifiers: National Science Foundation; Virtual Communities EJ605857 SP528329 Teachers' Perceptions of Their Professional Growth in a Professional Development School Summer Institute. Author: Hoewisch, Allison Availability: Journal Citation: Professional Educator, v20 n3 p37-55 Sum 1998 Publication Date: 1998 ISSN: 0196-786X Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Research (143) Journal Announcement: CIJOCT2000 Abstract: Describes a summer institute, created through an urban university and urban Professional Development School partnership, that benefited second through fifth-grade students, but most notably influenced the professional development of their teachers. Analysis of teachers' journals indicate that teachers perceived their involvement in the supportive, risk-free opportunity to experiment as increasing their levels of professional development. (SM) Descriptors: College Faculty; *College School Cooperation; Educational Improvement; Elementary Secondary Education; *Faculty Development; Higher Education; *Partnerships in Education; Preservice Teacher Education; *Professional Development Schools; *Summer Programs; Teacher Attitudes; *Teacher Improvement; Urban Schools EJ600399 SP528111 Four Sides to the Question. Author: Scribner, Jay Parades Availability: Journal Citation: Journal of Staff Development, v21 n1 p64-67 Win 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2000 Abstract: How schools and districts approach professional development is driven by implicit and explicit personal beliefs or theories. This article describes four factors that determine the success or failure of staff development efforts for teachers: teacher motivation; teacher knowledge and how teachers can add to it; how the context of teacher work influences learning; and ongoing evaluation of staff development efforts. (SM) Descriptors: Context Effect; Elementary Secondary Education; *Faculty Development; Program Evaluation; *Teacher Attitudes; *Teacher Improvement; Teacher Motivation Identifiers: Teacher Knowledge EJ600398 SP528110 Teams fo Two. Author: Ganser, Tom Availability: Journal Citation: Journal of Staff Development, v21 n1 p60-63 Win 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJJUL2000 Abstract: Staff developers recently spotlighted critical issues facing schools or districts trying to develop or improve beginning teacher mentoring programs. This article excerpts their suggestions, explaining how to build and support effective mentoring programs via: selecting mentors and matching mentors and mentees; mentor training; bringing a focus to mentoring; and integrating mentoring with other beginning teacher assistance. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; *Faculty Development; *Mentors; *Teacher Improvement; Teamwork EJ600397 SP528109 Learning Benefits Everyone. Author: Richardson, Joan Availability: Journal Citation: Journal of Staff Development, v21 n1 p54-59 Win 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2000 Abstract: This year's winners of the U.S. Department of Education's Model Professional Development Awards exemplify schools and districts where everyone's job is to learn. In these models, time and resources are spent on teacher-run institutes, data analysis and collection, peer coaching, curriculum writing, collaborative lesson planning, examining student work, action research, study groups, and other job-embedded strategies. (SM) Descriptors: Action Research; Data Analysis; Data Collection; Educational Improvement; Elementary Secondary Education; Excellence in Education; *Faculty Development; *Research Utilization; State Standards; Teacher Collaboration; Teacher Competencies; *Teacher Improvement; Teamwork Identifiers: Department of Education; Model Schools; Peer Coaching EJ600396 SP528108 Results Are the Reason. Author: Sparks, Dennis Availability: Journal Citation: Journal of Staff Development, v21 n1 p51-53 Win 2000 Publication Date: 2000 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJUL2000 Abstract: Author Mike Schmoker argues that data should play a crucial role before staff development begins by helping to select the most results-oriented initiatives. Staff development proposals should be based on data that indicate the initiatives have led to higher achievement. This interview discusses barriers to using data and notes the role of administrators in effective data use in schools. (SM) Descriptors: Administrator Role; Data Collection; Educational Research; Elementary Secondary Education; *Faculty Development; *Research Utilization; *Teacher Improvement EJ600036 RC513702 The National Faculty: Embracing Change To Meet Teachers' Needs. Availability: Journal Citation: Active Learner: A Foxfire Journal for Teachers, v4 n3 p30-33 Fall 1999 Publication Date: 1999 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2000 Abstract: Describes professional development programs implemented by The National Faculty, a 31-year-old organization that promotes long-term teacher growth and subsequent growth for students in the classroom. National Faculty scholars work with individual school districts to design a program that focuses on specific needs identified by teachers in that district. A typical program spans several years. (CDS) Descriptors: *College School Cooperation; Collegiality; Educational Needs; Elementary Secondary Education; *Faculty Development; National Organizations; *Teacher Improvement; Teacher Workshops Identifiers: *Teacher Needs EJ599815 JC508721 "Sharing the Faith" Stimulates Faculty Growth. Author: Griffin, Michael Availability: Journal Citation: Momentum, v30 n2 p22-24 Apr-May 1999 Publication Date: 1999 ISSN: 0026-914X Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJUL2000 Abstract: Addresses the question of how school leaders can foster faith development among faculty members so the faith witness they give to students is as informed and vibrant as possible. Describes the success of the program "Sharing the Faith" in stimulating faculty growth at Northwest Catholic High School in Connecticut. (VWC) Descriptors: *Beliefs; *Catholic Educators; *Catholic Schools; *Faculty Development; Program Effectiveness; Religion; *School Role; Teacher Administrator Relationship; Teacher Attitudes; *Teacher Improvement DocumentsED473415 EA032293Performance Management in Education: Improving Practice. British Educational Management Series. Author: Reeves, Jenny; Forde, Christine; O'Brien, Jim; Smith, Pauline; Tomlinson, Harry Availability: Paul Chapman Publishing, A SAGE Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (hardbound: ISBN-0-7619-7171-8 $76; paperbound: ISBN-0-7619-7172-6, $26). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free); Web site: http://www.sagepub.com. Publication Date: 2002 ISBN: BN- 0-7619-7172-6; Language: English Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIESEP2003 Abstract: This book explores managing the performance of education staff in England and Wales and in Scotland. It compares the different policies of performance management as practiced in England and Wales and in Scotland. (The Scottish system of education is independent of that of England and Wales.) Chapter 1 provides an introduction to performance management and improving practice. Chapter 2 investigates the emphasis on performance management in policy terms and what that means for schools, teachers, and local governments. Chapter 3 discusses the debate surrounding performance-based pay. Chapter 4 proposes a model for improving practice. Chapter 5 examines work-based learning (WBL) and the main forms of structured intervention aimed at improving performance in school settings. Chapter 6 examines Scottish Qualification for Headship (SQH), a program of staff development designed to enhance the individuals performance. Chapter 7 explores what it means to undertake a program of WBL by looking at the experiences of participants in the SQH program. Chapter 8 considers how to design and implement an assessment process for a WBL program. Chapter 9 discusses developing performance-management practice and policy in the schools. (Contains numerous tables and figures, a subject index, and 180 references.) (WFA) Descriptors: Elementary Secondary Education; *Faculty Development; Foreign Countries; Instructional Improvement; Instructional Leadership; Merit Pay; *Performance Factors; *Professional Development; Teacher Effectiveness; Teacher Evaluation; *Teacher Improvement Descriptive Terms: Published in association with the British Educational Leadership Management and Administration Society (BELMAS). Project supported by the Scottish Executive Education Department (SEED). Geographic Source: U.S. ED472811 SP041139 Teaching Quality in the Southeast: Meeting the Challenges. An Update of Regional Title II Teacher Quality Enhancement Grant Initiatives. Institutional Author: Southeast Center for Teaching Quality, Chapel Hill, NC.(BBB37177) Availability: University of North Carolina, Office of the President, P.O. Box 2688, Chapel Hill, NC 27515-2688. Tel: 919-843-9519; Fax: 919-843-7616; Web site: http://www.teachingquality.org. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: February 2002 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIESEP2003 Abstract: This report describes some of the current efforts to improve teacher quality in the southeastern U.S.states. It speaks to the importance of states informing each other in crafting their efforts to create more coherent systems of teacher development linked to improving student achievement, asserting that everything that must be done to ensure that every child has a competent, caring, and qualified teacher is being done in part, somewhere. Moreover, each state has current efforts that are helpful to other states in the region as they press forward on their teacher quality agendas. An introductory section looks at: the promise of systemwide teacher development; the need for more policy work; standards and accountability are not enough; ensuring that all teachers meet high standards and can help all students learn; what teaching quality means; and promising developments in the southeast. The next section presents six focus areas for professional development (data collection to support policy intervention, recruitment, teacher preparation, initial licensure, induction, and professional development). The next section examines overarching reform efforts through legislation and policy development and collaboration across entities. Two appendixes offer online resources and updates on teacher quality initiatives in 10 states. (SM) Descriptors: Data Collection; Educational Change; Educational Policy; *Educational Quality; Elementary Secondary Education; *Faculty Development; Higher Education; Policy Formation; Preservice Teacher Education; Teacher Certification; *Teacher Competencies; *Teacher Improvement; Teacher Recruitment Contract Number: R215U00004 Geographic Source: U.S.; North Carolina ED472690 SP041337 Chicago Public Schools Professional Development Project. Institutional Author: Chicago Public Education Fund, IL.(BBB37302) Availability: For full text: http://www.cpef.org/downloads/CPSPDreport.pdf. Sponsoring Agency: Joyce Foundation, Chicago, IL. (BBB20479)@; Chicago Community Trust, IL. (BBB00902) Publication Date: August 2002 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIESEP2003 Abstract: This report describes findings from the Chicago Public Schools (CPS) Professional Development Project, which was developed to inventory the alignment of dollars and professional development offerings to a set of professional development principles and district priorities; compare findings with other districts and best practices; articulate and implement a comprehensive district-wide professional development strategy that supported whole-school improvement goals; and create a shared understanding of professional development principles, district priorities, and challenges. Results indicate that the CPS lack standards for instructional quality, which hinders efforts to target support, measure progress, and create accountability. Contractual, non-student time negotiated for teachers represents a large investment and opportunity as a percentage of total spending on professional development. Spending on individual teachers and principals lacks a clear career development strategy and is not linked to an overall school improvement strategy. Spending on professional development for schools is not integrated into a comprehensive strategy for improving instruction. CPS functions without line accountability for implementing coherent school improvement programs and improving instructional quality. Results of school spending on professional development are unclear and highly variable. Recommendations for action are included. Four appendixes present working committees, description of professional development initiatives, school inventory, and framework for examining effective professional development. (SM) Descriptors: Accountability; Educational Finance; Educational Quality; Elementary Secondary Education; *Faculty Development; Inservice Teacher Education; *School District Spending; *Teacher Improvement Descriptive Terms: "In partnership with Education Resource Strategies." Support also provided by the Chicago Annenberg Challenge and the McDougal Family Foundation. Geographic Source: U.S.; Illinois ED471571 SP041288 Designs for Learning: A New Architecture for Professional Development in Schools. Author: Bredeson, Paul V. Availability: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218. Tel: 800-818-7243 (Toll-Free); Fax: 800-417-2281 (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. Publication Date: 2003 ISBN: BN- 0-7619-7890-9; Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIEAUG2003 Abstract: This book helps school administrators redesign the professional development model to better reflect the relevant issues and realities of today's schools. Using the metaphor of architecture, the book outlines innovative ways to create and implement such a transformation and highlights the rationale behind why these changes are so crucial. It also offers explanations of the past, present, and future of professional development programs. There are 10 chapters in three parts. Part 1, "Redesigning Professional Learning for Educators," includes (1) "Breaking the Box: New Designs for Professional Learning in Schools"; (2) "Building Beneath the Surface: Footings and Foundations in Professional Development"; and (3) "Creating a Professional Learning Community." Part 2, "Creating Learning Spaces in and Beyond Work," includes (4) "Professional Development 'As' Work"; (5) "Professional Development 'In' Work"; (6) "Professional Development 'At' Work"; (7) "Professional Development 'Outside' of Work"; and (8) "Professional Development 'Beyond' Work." Part 3, "Evaluating and Implementing New Designs for Professional Learning," includes (9) "Evaluating the Architecture of Professional Development" and (10) "From Design to School Site." (SM) Descriptors: Educational Change; Elementary Secondary Education; *Faculty Development; Inservice Teacher Education; Program Development; Program Evaluation; Program Implementation; Teacher Collaboration; *Teacher Improvement; Teamwork Geographic Source: U.S.; California ED470230 SP041158 Improving Student Work Linked with Professional Growth: What Synergism! Author: Firlik, Russ Availability: National Staff Development Council, P.O. Box 240, Oxford, OH 45056. Tel: 513-523-6029. Publication Date: 2002 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUN2003 Abstract: This paper describes the establishment of a professional growth and evaluation system in Connecticut's New Canaan Public Schools. The effort included various significant opportunities for teachers to assess themselves and guide their own professional thinking and action. These opportunities resulted in richer feedback to teachers about their performance and a meaningful linkage between evaluations, professional development, and student work. The effort included well-defined opportunities for self-assessment and reflection; elements of the Connecticut Common Core of Teaching; differentiated supervision and professional development options for tenured teachers; and relevant, meaningful linkage between professional growth, evaluation, and improvement of student work. One of the major acts of commitment to this program for staff and supervisors was to establish a goal setting procedure focused on student learning. Goals had to be substantive, target increased student performance, reflect a clear link to district and school goals, and be specific and measurable. Teachers received training in how to develop and write goals based on student work to enhance instructional effectiveness. Overall, the process enriched the dialogue between teachers, district curriculum coordinators, and supervisors, heightened awareness of accomplishments, and contributed to a more meaningful and comprehensive summative evaluation. Self-reflection was essential to teacher-supervisor dialogue in formulating tentative goals. (SM) Descriptors: Elementary Secondary Education; *Faculty Development; Feedback; *Self Evaluation (Individuals); *Teacher Evaluation; *Teacher Improvement Geographic Source: U.S.; Florida ED468685 EA031991 Documenting and Examining Practices in Creating Learning Communities: Exemplars and Non-Exemplars. Author: Hipp, Kristine A.; Huffman, Jane B. Availability: Maryland State Department of Education, 200 W. Baltimore Street, Baltimore, MD 21201. Tel: 410-767-0100; Web site: http://www.msde.state.md.us. Publication Date: April 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAPR2003 Abstract: Though promising as an implement for school reform, few professional learning centers (PLCs) have turned the vision into reality. This paper looks at how PLCs develop and maintain momentum. It examines and documents efforts in schools actively engaged in creating PLCs based on Hord's model. Hord's model employs external change agents, or codevelopers. Research, conducted in nine states, was built on five dimensions from Hord's model: (1) shared and supportive leadership; (2) shared vision and values; (3) collective learning and application; (4) supportive conditions; and (5) shared personal practice. Data for the study reported in this paper were collected from 58 structured interviews with administrators and teachers, the last round of data collection for a 5-year project. The interviews were analyzed using the five dimensions. Key findings include the importance of leadership from school principals and the need to create a culture of trust, respect, and inclusiveness with a focus on relationships. The evidence supports the distinct yet overlapping nature and interdependency of the five dimensions. In addition, 14 indicators emerged through data analysis that helped to reconfigure and expand the model. Briefly, the new model involves the entire professional staff in continuous learning and collaboration. (Contains 5 appendices and 19 references.) (WFA) Descriptors: *Change Agents; *Educational Change; *Educational Environment; Elementary Secondary Education; *Faculty Development; Guidelines; *Teacher Improvement Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Geographic Source: U.S.; Wisconsin ED468258 SP041018 Collaborative Yearlong Teaching Experience (CYTE). Author: Deich, Randee Institutional Author: Broward County Schools, Fort Lauderdale, FL.(HWP08010) Availability: Student Services/Prevention and Wellness Team, Wisconsin Department of Public Instruction, 125 South Webster St., P.O. Box 7841, Madison, WI 53707-7841. Tel: 608-266-8960; Tel: 800-441-4563 (Toll Free). For full text: http://www.dpi.state.wi.us/dpi/dlsea/sspw/yrbsindx.html. Publication Date: December 2001 Language: English Document Type: Guides--Non-classroom (055); Speeches/meeting papers (150) Journal Announcement: RIEAPR2003 Abstract: This report describes the Collaborative Yearlong Teaching Experience (CYTE), an extensive 1-year internship program that promotes a coaching/mentoring model of preservice education and professional job-embedded staff development in Broward County, Florida. This student teacher program is intended to help preservice teachers meet the demands of the county's diverse, urban classrooms. Preservice teachers, cooperating teachers, and job-embedded staff development teams participate in the yearlong program. Cooperating teachers provide coaching to the preservice teachers, establish a co-teaching relationship, and deliver staff development programs to peers. Preservice teachers gain extensive field experience and partake in every facet of the classroom. The CYTE addresses alignment of content/methods with school improvement efforts and district performance appraisal systems; technology as an instructional tool; classroom management; and job-embedded staff development. This report presents: "Introduction and Outcomes"; "Yearlong Flowchart"; "The CYTE Participants"; "Responsibilities of the Preservice Teacher" (e.g., attendance, planning, punctuality, and appearance); "Responsibilities of the Cooperating Teacher" (e.g., instructional delivery, collaboration, and observation); "CYTE Teaching Schedule"; "Professional Development"; "Learning Communities"; and "Next Steps." (SM) Descriptors: Cooperating Teachers; Elementary Secondary Education; *Faculty Development; *Field Experience Programs; Inservice Teacher Education; *Internship Programs; Mentors; Preservice Teacher Education; Student Teachers; Teacher Collaboration; *Teacher Improvement Descriptive Terms: Paper presented at the Annual Meeting of the National Staff Development Council (Denver, CO, December 1-5, 2001). Geographic Source: U.S.; Florida ED468218 CE081021 Linking Educators' Professional Development to Workplace/Community Learning Experiences. TeachNET Educational Brief. Author: Sargent, Thomas A. Institutional Author: Wisconsin Univ., Madison. Center on Education and Work.(BBB30529) Availability: For full text: http://www.cew.wisc.edu/teachnet/publications/brief1p.pdf. Sponsoring Agency: National School-to-Work Opportunities Office, Washington, DC. (BBB33865)@; Office of Vocational and Adult Education (ED), Washington, DC. (EDD00013) Publication Date: December 2000 Report Number: No-1 Language: English Document Type: Information Analysis (070) Journal Announcement: RIEAPR2003 Abstract: Mindful of the need for quality professional development and its characteristics, large numbers of educators are self-selecting to participate in workplace/community learning (WCL) experiences. Viewed as an alternative to less desirable forms of traditional professional development, WCL displays characteristics of high-quality professional development and motivates increased interdependent learning among the parties involved. WCL experiences must include the following components: (1) an orientation to the WCL experience; (2) the experiential component; (3) the development of an action plan; and (4) engagement in connecting activities following the WCL experience. The following strategies help create conducive learning environments in WCL programs: (1) effective brokering of WCL opportunities; (2) communicating the experience's relevance in enhancing instructional practice; (3) recognizing time constraints; and (4) providing incentives for participation. Tasks associated with completing a project during a WCL experience should provide in-depth understanding of the following things: the business or organization; a workplace technology application; the use of academic skills in emerging careers; and other insights important to both educators and hosts. WCL providers have been proven to offer transformative and contextualized learning experiences providing insight into how the academic content and theories they teach are applied in settings beyond school. A WCL action planning checklist is included. (Contains 12 references.) (MN) Descriptors: Adult Learning; Check Lists; Community Education; Educational Benefits; Educational Objectives; Educational Trends; Elementary Secondary Education; Experiential Learning; *Faculty Development; Guidelines; Higher Education; *Linking Agents; Nontraditional Education; Program Content; Program Design; Program Development; *School Business Relationship; *School Community Relationship; Student Projects; *Teacher Improvement; Transformative Learning; Trend Analysis; *Work Experience Geographic Source: U.S.; Wisconsin ED466032 EA031734 School Leadership in Support of Teachers' Transformational Learning: The Dramatic Differences Resources Make. Author: Drago-Severson, Eleanor Availability: U.S. General Accounting Office, P.O. Box 37050, Washington, DC 20013. Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov. Sponsoring Agency: Spencer Foundation, Chicago, IL. (BBB06744) Publication Date: April 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN2003 Descriptors: Adult Learning; Educational Finance; *Educational Resources; Elementary Secondary Education; Faculty Development; Financial Support; *Leadership; *Principals; *Resource Allocation; Resources; *Teacher Improvement Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Geographic Source: U.S.; Massachusetts ED465630 SE066352 Professional Development for Elementary Science Teachers: Implications for Practice. Author: Hernandez, Patricia; Arrington, Jeff; Whitworth, Jerry Availability: For full text: http://aets.chem.pitt.edu. Publication Date: January 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEDEC2002 Abstract: This project's goal was to design a professional development model to improve the skills of elementary teachers in providing quality science instruction. Surveys have concluded that lack of training, time, and instructional materials are obstacles for elementary science teachers. Eight elementary schools in a mid-sized west central Texas school district were selected for the project. These eight schools had a student of color population of 40% or greater and the average pass rate on the reading section of the Texas Academic Assessment of Skills test was 10 percentage points lower than the district average. The preliminary survey of elementary teachers in this district identified the following needs for improving their ability to provide quality instruction in science: interaction with the science consultant and other resource personnel to enhance their instruction; increased science preparation to enhance their confidence as science teachers; and additional activities that correlate to the content area using inexpensive materials. To meet these needs, a Summer Institute was conducted with follow-up meetings during the succeeding academic year. These activities provided: (1) a deeper and practical understanding of, and skill at, application of the scientific method in life-science problem solving; (2) hands-on application of methods including time to assemble the needed supplies; (3) increased knowledge of specific life science content; (4) opportunities of the teachers to develop a shared vision of the goals and science vocabulary for each grade level; (5) equipment; and (6) reading resources and manipulatives and materials for classroom science activities. The Summer Institute focused on content mastery and application. Several guest speakers were utilized and teachers had opportunities for hands-on learning in how to teach science concepts. (Contains 28 references.) (MVL) Descriptors: Elementary Education; *Elementary School Teachers; *Faculty Development; Science Instruction; Science Teachers; *Summer Science Programs; *Teacher Improvement; Descriptive Terms: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324. Geographic Source: U.S.; Texas ED465592 SE066290 Developing and Maintaining Implementation of a Teaching-for-Thinking Program. Author: Adey, Philip; Edmiston, Alan Availability: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1929 Kenny Road, Suite 200, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Fax: 614-292-0263; Web site: http://www.ericse.org. Publication Date: 2001 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEDEC2002 Abstract: This chapter describes an inservice Professional Development (PD) program for introducing a cognitive acceleration course designed to enhance students' higher order thinking capabilities. Teaching for thinking requires a specialized set of understandings and techniques, and the standard PD program described here lasts for two years and includes both center-based days and in-school coaching. The principles upon which this standard program is based and a variety of alternative modes of delivery using teacher leaders are explored. While maintaining the same basic principles of the program, modes of delivery are adapted to suit particular contexts. (Contains 21 references.) (Author) Descriptors: *Cognitive Development; *Critical Thinking; Elementary Secondary Education; *Faculty Development; *Teacher Improvement; Teachers; Descriptive Terms: In: Developing Teacher Leaders: Professional Development in Science and Mathematics; see ED 451 031. Geographic Source: United Kingdom; England ED465589 SE066287 Effective Professional Development for Teacher Leaders: Lessons Learned from K-6 Mathematics Teacher Enhancement Program. Author: Friel, Susan N.; Bright, George W. Availability: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1929 Kenny Road, Suite 200, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Fax: 614-292-0263; Web site: http://www.ericse.org. Publication Date: 2001 Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIEDEC2002 Abstract: The National Science Foundation (NSF) has supported a wide variety of teacher enhancement projects in order to identify and explore strategies that are effective in bringing genuine, long-term teacher change, and, ultimately, long-term systemic change in schools. In November 1994, with funding provided from NSF (Grant Number ESI-9452859), a small, informal conference was held that focused on teacher enhancement in elementary mathematics education with the goal being to organize, summarize, and discuss what is known about factors for effective teacher enhancement. A number of common principles emerged that may be used to guide development of teacher enhancement programs in K-6 mathematics education. This article summarizes these principles, with special attention given to professional development for teacher leaders. (Contains 24 references.) (Author/MVL) Descriptors: Elementary Education; *Elementary School Mathematics; *Faculty Development; *Mathematics Teachers; Program Descriptions; Program Effectiveness; *Teacher Improvement; Descriptive Terms: In: Developing Teacher Leaders: Professional Development in Science and Mathematics; see ED 451 031. Geographic Source: U.S.; North Carolina ED465588 SE066286 Findings from the Multi-Agency Study of Teacher Enhancement Programs. Author: Frechtling, Joy; Katzenmeyer, Conrad Availability: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Fax: 614-292-0263; Web site: http://www.ericse.org. Publication Date: 2001 Language: English Document Type: Reports--Research (143) Journal Announcement: RIEDEC2002 Abstract: This chapter presents the results for the Multi-Agency Study of Teacher Enhancement Programs, a study of professional development programs believed to represent best practices in professional development for science teachers. Working through an interagency government task force coordinated by the National Science Foundation (NSF), representatives from six groups, the Departments of Energy, Education, Health and Human Services, the National Aeronautics and Space Administration, NSF, and the Smithsonian Institution conducted the study. The evaluation was designed to document the teaching practices promoted in the selected programs and to examine the impacts of the programs in terms of: (1) effects on classroom practice; (2) differences in effects on classroom practice by type of program; (3) effects on teacher leadership and dissemination of findings; and (4) the importance of supports at the district and school levels. Programs selected were expected to meet most of the following criteria: (1) an instructional approach that emphasizes hands-on/minds-on activities; (2) a standards-based approach that aligns curriculum, instruction, and assessment with local, state, and national standards or frameworks; (3) development activities that extend over time, including follow-up when participants return to their schools; and (4) direct involvement of participants with the scientific process. Additional considerations governing selection were stability, inclusion of teachers who are themselves from traditionally underrepresented populations, and inclusion of programs that were carried out within a systemic reform context. Thirty-four programs were included in the study, which was divided into three phases: programs documentation and description, a mail survey of all participants, and site visits to 13 of the initial 34 programs. Twenty-eight of these programs were characterized as development programs; the remaining six as research programs. Findings confirm the value of well-designed professional development experiences. (Contains 11 references.) (MVL) Descriptors: Elementary Secondary Education; *Faculty Development; *Public Agencies; Science Instruction; *Science Teachers; *Teacher Improvement; Descriptive Terms: In: Developing Teacher Leaders: Professional Development in Science and Mathematics; see ED 451 031. Update of "Best Practice in Action: Final Report of the Multi-Agency Study of Teacher Enhancement Programs," Frechtling (1997), Westat, Rockville, MD. Geographic Source: U.S.; Maryland ED465095 CE083380 Workplace Education Practitioners' Forum Summary Report (Winnipeg, Manitoba, Canada, March 4-6, 1999) = Forum des practiciens de l'education en milieu de travail rapport sommaire (Winnipeg, Manitoba, Canada, 4 au 6 mars 1999). Author: Roger, Margerit; Nichol, Louise Institutional Author: National Literacy Secretariat, Ottawa (Ontario).(BBB27916) Availability: National Literacy Secretariat, HRDC, Ottawa, Ontario, K1A OJ9, Canada. Tel: 613-946-1388; Fax: 613-946-5882; e-mail: nls-sna@nald.ca; Web site: http://www.nald.ca/nls.htm. Publication Date: November 1999 ISBN: BN- 0-662-21231-7; 0-66286394-1; Report Number: RH99-5/2001F; RH99-5/2001E Language: French; English Document Type: Collected works--Proceedings (021); Multilingual/bilingual materials (171) Journal Announcement: RIEDEC2002 Descriptors: Brainstorming; Competence; Competency Based Education; Conferences; Definitions; Education Work Relationship; Foreign Countries; Glossaries; Labor Force Development; *Professional Development; *Professional Recognition; Skill Development; Teacher Competencies; *Teacher Improvement; Teacher Role; *Trainers Identifiers: *Canada; Stakeholders; *Work Based Learning Descriptive Terms: Facilitated and documented by Barbara MacKay and Drew Henderson. Geographic Source: Canada; Ontario ED463283 SP040620 A Quality Teacher in Every Classroom: Improving Teacher Quality and Enhancing the Profession. Institutional Author: Executive Office of the President, Washington, DC.(BBB00644) Availability: For full text: http://www.whitehouse.gov/infocus/education/teachers/quality teachers.html. Publication Date: 2002 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIESEP2002 Abstract: Through the No Child Left Behind Act and various budget proposals, President Bush is addressing the challenges of teacher quality and teacher training byassisting states and districts as they strive to improve teacher quality, taking specific steps to enhance the teaching profession and work environment, and providing new tools for teachers in specific areas of instruction. Some of the key elements of this agenda include: $2.85 billion in grants to states to improve teacher and principal quality; support for programs that provide innovative ways to recruit new teachers (e.g., Troops to Teachers, which helps place members of the armed forces into teacher education, and Teach for America, a national core of recent college graduates who commit 2 years to teach in public schools); the Teacher Preparation Act, which ensures that teachers, principals, and school officials can take reasonable steps to maintain order and discipline in the classroom without fear of litigation; a proposed Teacher Tax Deduction on up to $400 of qualified education expenses; training and support for early childhood educators; reading initiatives to help students become successful readers; professional development to help teachers educate English language learners; and support for training teachers of students with disabilities. (SM) Descriptors: Alternative Teacher Certification; Discipline; Early Childhood Education; Educational Improvement; *Educational Quality; Educational Technology; Elementary Secondary Education; English (Second Language); *Faculty Development; Federal Aid; Federal Legislation; Financial Support; Higher Education; History Instruction; Legal Responsibility; Mathematics Education; Poverty; Preservice Teacher Education; *Public Schools; Reading Instruction; Science Education; Special Education; Tax Deductions; *Teacher Competencies; *Teacher Improvement; Teacher Recruitment Identifiers: Loan Forgiveness Geographic Source: U.S.; District of Columbia ED461612 SP037338 Reflecting on the History, Ethics, and Application of Teacher Reflection. Author: Hankes, Judith Elaine Availability: Association of Teacher Educators, 1900 Association Drive, Suite ATE, Reston, VA 20191-1502. Tel: 703-620-3110; Fax: 703-620-9530; e-mail: ATE1@aol.com. ($10 for the three related publications). Publication Date: 1996 Language: English Document Type: Opinion papers (120) Journal Announcement: RIEJUL2002 Descriptors: Educational History; Elementary Secondary Education; Ethics; *Professional Development; *Reflective Teaching; Self Evaluation (Individuals); *Teacher Improvement; *Teacher Role Identifiers: *Teacher Thinking Geographic Source: U.S.; Wisconsin ED460108 SP040461 Leadership for Learning: How To Help Teachers Succeed. Author: Glickman, Carl D. Institutional Author: Association for Supervision and Curriculum Development, Alexandria, VA.(BBB30657) Availability: Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714 (product no. 101031: members, $19.95; nonmembers, $23.95). Tel: 703-578-9600 or 800-933-2723 (Toll free); Fax: 703-575-5400; e- mail: member@ascd.org; Web site: http://www.ascd.org. Publication Date: 2002 ISBN: BN- 0-87120-596-3; Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAY2002 Abstract: This book provides instructional leaders with guidance and insight to help them work successfully with teachers to improve classroom teaching and learning. It goes beyond the basics of supervision to place the work of instructional leadership within the context of whole-school improvement. The book offers scenarios describing interactions with teachers of diverse backgrounds and skill levels and provides information on summative and formative assessment of teachers. The seven chapters are: (1) "Looking at Classroom Teaching and Learning"; (2) "Structures for Classroom Assistance"; (3) "Formats for Focusing Observation"; (4) "Approaches to Working Closely with Teachers"; (5) "Direct Applications to Assisting Teachers"; (6) "Criteria for Assessing Teacher Competence and Growth"; and (7) "Purpose, Strength, and Collegial Force for School Success." Appended are peer coaching forms and frameworks for teaching, which can be adapted or duplicated. The book also includes an extensive list of resources on the topics of looking at student work, professional development and instructional leadership, and educators' ethnic, cultural, and personal diversity. (Contains 43 references.) (SM) Descriptors: Educational Improvement; Elementary Secondary Education; *Faculty Development; Instructional Leadership; *Teacher Competencies; Teacher Evaluation; *Teacher Improvement; *Teaching Skills; Geographic Source: U.S.; Virginia ED459156 SP040377 What It Takes To Be a Teacher: The Role of Personal and Professional Development. Author: Freppon, Penny A. Availability: Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CG 06881 ($20). Tel: 800-793-2154 (Toll Free); Web site: http://www.heinemann.com. Publication Date: 2001 ISBN: BN- 0-325-00371-8; Language: English Document Type: Book (010); Collected works--General (020) Journal Announcement: RIEAPR2002 Abstract: This collection of papers focuses on teachers' personal and professional development, showing what teachers' learning, hopes, desires, struggles, and instruction look and feel like from inside the lives of effective teachers and in their classrooms. Topics include the types of resources and experiences effective teachers use, how these resources and teachers' roles coalesce in professional development, the factors that help teachers acquire and sustain a positive journey toward effective teaching, and how it feels and what it is like to find one's place in the profession. The six papers are: (1) "Understanding the Ways Teachers Learn" (Penny Freppon); (2) "Reading Comprehension and Classroom Inquiry" (Penny Freppon, Ruth Heil, Karen Morrow-Durcia, and John Greenwell); (3) "The Writing Process" (Penny Freppon, Donna Ware, and Jack George); (4) "Writing in Math and Science" (Penny Freppon, Kris Gregory, and Phyllis Whitin); (5) "Building Community and Teaching with Respect" (Penny Freppon, JoAnn Archie, Andrew Allen, and John Greenwell); and (6) "Personal and Professional Development: A Lifelong Process" (Penny Freppon). An appendix contains samples from the teachers. (Chapters contain references.) (SM) Descriptors: Democratic Values; Elementary Secondary Education; *Faculty Development; *Individual Development; Inquiry; Inservice Teacher Education; Mathematics Education; Reading Comprehension; Reading Instruction; Science Education; Teacher Competencies; *Teacher Effectiveness; *Teacher Improvement; Writing Across the Curriculum; Writing Processes Identifiers: Learning Communities; Reflective Thinking; Respect Descriptive Terms: Foreword by William C. Ayers. Geographic Source: U.S.; Connecticut ED459149 SP040367 The Effectiveness of Teacher Resource Centre Strategy. Full Report. Education Research. Author: Fairhurst, Genevieve; Gibbs, William; Jain, Pankaj; Khatete, David; Knamiller, Gary; Welford, Geoff; Wiegand, Patrick Institutional Author: Department for International Development, London (England).(BBB34507) Availability: Department for International Development, Education Department, 94 Victoria Street, London SW1E 5JL, England, United Kingdom. Publication Date: 1999 ISBN: BN- 1-86192-141-1; Report Number: DFID-Ser-34 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEAPR2002 Descriptors: Educational Quality; *Educational Resources; Elementary Secondary Education; *Faculty Development; Foreign Countries; *Inservice Teacher Education; Program Effectiveness; Teacher Effectiveness; *Teacher Improvement Identifiers: India; Kenya; Nepal; Zambia Descriptive Terms: Edited by Gary Knamiller. Geographic Source: United Kingdom; England ED458204 SP040336 Teacher Preparation and Professional Development: 2000. E.D. Tabs. Author: Parsad, Basmat; Lewis, Laurie; Farris, Elizabeth Institutional Author: National Center for Education Statistics (ED), Washington, DC.(EDD00004) Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.nces.ed.gov. Governmental Status: Federal Publication Date: August 2001 Report Number: NCES-2001-088 Language: English Pages: 78 Document Type: Numerical/Quantitative Data (110); Reports--Research (143); Test/questionnaires (160) Journal Announcement: RIEMAR2002 Abstract: In 2000, researchers conducted surveys on teacher preparation and qualifications, measuring change since 1998. Respondents were 5,253 K-12 teachers nationwide. The survey repeated some indicators of teacher quality examined in 1998 and explored new issues. Virtually all teachers held bachelor's degrees, and nearly half held master's degrees. Teachers were more likely to have participated in professional development emphasizing state or district curriculum and performance standards. For all but one content area of professional development, teachers reported having spent 1-8 hours on the activity during the preceding 12 months. Number of hours spent in professional development related to extent to which teachers believed that participation improved their teaching. Collaboration with other teachers was the most frequent collaborative activity. Over 60 percent of teachers felt very well prepared to meet the overall demands of teaching. They most often reported feeling very well prepared to maintain order and discipline in the classroom. The proportion of teachers participating in professional development was lower in 2000 than 1998 for three of seven content areas. For most classroom activities, teachers in 2000 were more likely than teachers in 1998 to report feeling very well prepared. Appended are research methodology, technical notes, and the survey instrument. (SM) Descriptors: Educational Quality; Elementary Secondary Education; *Faculty Development; Higher Education; Inservice Teacher Education; Preservice Teacher Education; Tables (Data); Teacher Attitudes; *Teacher Collaboration; *Teacher Competencies; *Teacher Improvement Descriptive Terms: Project officer: Bernard Greene. Geographic Source: U.S.; District of Columbia ED457370 CE082409 Collaborative Professional Development for Teachers of Adults. Professional Practices in Adult Education and Human Resource Development Series. Author: Moran, Joseph J. Availability: Krieger Publishing, P.O. Box 9542, Melbourne, FL 32902-9542 ($24.50). Tel: 800-724-0025 (Toll Free); Fax: 321-951-3671; e-mail: info@krieger-pub.com; Web site: http://www.krieger-publishing.com/. Publication Date: 2001 ISBN: 1-57524-121-8 Language: English Pages: 173 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEMAR2002 Abstract: This book is a step-by-step guide for teachers interested in collaborating with their peers to promote their mutual professional development. The book integrates the principles of self-directed learning, cooperative learning, and critical reflection into a system in which teachers coach one another and collaborate in action research as the primary method to refine the practice of their teaching. Chapter 1 reviews established approaches to professional development and the benefits of collaborative professional development. Chapter 2 details the following steps in outlining a collaborative professional development program: (1) use a teaching portfolio to identify professional development goals; (2) write a learning plan to attain selected goals; (3) establish a collaborative arrangement with a peer; (4) refine the learning plans; (5) consult the administration; (6) implement the learning plans; (7) serve as a coach and/or co-researcher; (8) revise the teaching portfolio to reflect accomplishments; and (9) repeat steps 1-8 as desired. Chapters 3-9 discuss the following topics: (1) identifying professional development goals; (2) establishing a collaborative relationship; (3) planning coaching activities ; (4) using four methods to observe teaching; (5) conducting coaching conferences; (6) conducting action research; and (7) nurturing and closing a collaborative relationship. (Contains 52 references.) (MN) Descriptors: Action Research; Adult Education; Adult Educators; Adult Learning; Conferences; Cooperative Learning; Critical Thinking; Definitions; Documentation; Educational Principles; Guidelines; Holistic Approach; Independent Study; Inservice Teacher Education; Interpersonal Relationship; Observation; Observational Learning; *Peer Relationship; Planning; Portfolios (Background Materials); Postsecondary Education; *Professional Development; *Reflective Teaching; Research Methodology; Systems Approach; *Teacher Collaboration; *Teacher Improvement; Teacher Researchers; Theory Practice Relationship Identifiers: Coaching; *Collaborative Learning; Goal Setting; *Reflective Practice Target Audience: Practitioners; Teachers Geographic Source: U.S.; Florida ED455568 EA031095 Changes in Czech Education--Improvisation or a Controlled Process? The Case of Launching School Governing Bodies. Author: Pol, Milan; Rabusicova, Milada Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: September 2000 Language: English Pages: 7 Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEJAN2002 Abstract: This paper reports on a study of the changes that Czech education has undergone over the last decade. Many of these changes have been of a fundamental and significant nature, and have had an essential and relatively long-lasting influence on the form and behavior of the system. These changes have had their impact on the roles of people within the system as well. There have been a variety of reforms, and also a number of efforts to manage them. The study asks whether these changes have really been managed in a sophisticated way (supported by the theory of change and its management) or have been subject to improvisation by people, who usually have good intentions, but no appropriate knowledge, skills, or experience. The setting up and starting of the activities of school-governing bodies is used as an example in the study to look at whether the present situation in Czech schools is the result of qualified management or rather of improvisation. Findings indicate that the activities to launch school-governing bodies cannot be regarded as mere improvisation. However, generally speaking, these efforts do not reflect the theory and the practical experience of those who are experts in the management of organizational change. Consequently, 10 years after a fundamental socioeconomic breakthrough in Czech society, school-governing boards remain on the periphery of what schools, parents, and others are interested in. (Contains 10 references.) (DFR) Descriptors: *Administrative Organization; Educational Change; Educational Improvement; *Educational Innovation; Elementary Secondary Education; Foreign Countries; *Governance; *Management Systems; Needs Assessment; Personnel Selection; Public Schools; *Staff Development; Teacher Education; *Teacher Improvement Identifiers: Czech Republic Descriptive Terms: Paper presented at the Annual European Conference on Educational Research (Edinburgh, Scotland, September 20-23, 2000). Geographic Source: Czech Republic ED455230 SP040158 Creating a Teacher Mentoring Program, Fall 1999, No. 1. Institutional Author: National Foundation for the Improvement of Education, Washington, DC.(BBB05799) Availability: National Foundation for the Improvement of Education, 1201 Sixteenth Street, N.W., Washington, DC 20036-3207. Tel: 202-822-7840; Web site: http://www.nfie.org. Sponsoring Agency: Ford Foundation, New York, NY. (QPX27000)@; Carnegie Corp. of New York, NY. (QPX12280)@; National Education Association, Washington, DC. (FGK56700) Publication Date: 1999 Language: English Pages: 20 Document Type: Reports--Descriptive (141) Journal Announcement: RIEDEC2001 Abstract: This report presents guidelines for developing teacher mentoring programs. Section one examines the usefulness of mentoring for beginning teachers, looking at teacher recruitment, improvement of skills and knowledge, and guidelines for effective programs. Section two discusses the climate, context, and structure for effective mentoring, highlighting second generation mentoring, time spent on mentoring, confidentiality in mentoring, and teacher placement. Key issues include state or local mentoring policies, partners in the mentoring program, program governance, and teacher selection. Section three discusses selecting, training, and supporting mentors, examining: criteria for selecting mentors, matching mentors and proteges, providing incentives to mentor, and offering mentor training and support. Section four looks at content and evaluation, focusing on what proteges need from mentors and measuring the effectiveness of mentoring. Key issues include determining how the district and its partners will individualize the mentoring experience during the course of the protege's involvement, whether the program will provide remedial assistance to veteran teachers experiencing difficulties, and whether the program will include peer review. (SM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; Elementary Secondary Education; *Faculty Development; *Mentors; Program Development; Program Evaluation; Teacher Competencies; *Teacher Improvement; Teacher Placement; Teaching Skills Identifiers: Teacher Knowledge Geographic Source: U.S.; District of Columbia ED455229 SP040157 Engaging Public Support for Teachers' Professional Development, Fall 2000, No. 3. Institutional Author: National Foundation for the Improvement of Education, Washington, DC.(BBB05799) Availability: National Foundation for the Improvement of Education, 1201 Sixteenth Street, N.W., Washington, DC 20036-3207. Tel: 202-822-7840; Web site: http://www.nfie.org. Sponsoring Agency: National Education Association, Washington, DC. (FGK56700) Publication Date: 2000 Language: English Pages: 14 Document Type: Reports--Descriptive (141) Journal Announcement: RIEDEC2001 Abstract: This paper describes the efforts of educators in communities nationwide to engage the public in teaching and learning activities, specifically in support of teacher professional development. Though there is no single model for positive public engagement, there are general principles, which include: finding an entry point (e.g., finding key constituencies which comprise the public and noting educational issues deemed important by each constituency); crafting a shared vision (e.g., ensuring a common understanding of what constitutes good professional development and determining who is involved in determining what, when, where, and how teachers learn); promoting effective communication (e.g., improving existing forums and vehicles for educators and community members to discuss educational issues and measuring the effectiveness of the communications); establishing a new model of interaction (e.g., making schools open and welcoming to the community as active participants and giving parents and community members meaningful opportunities to shape the instructional and programmatic agenda for the school/district); and planning ahead to show results (e.g., collecting data demonstrating a connection between professional development and student achievement and sharing data with parents and community members). (SM) Descriptors: Citizen Participation; Elementary Secondary Education; *Faculty Development; Inservice Teacher Education; Parent Participation; Public Opinion; *Public Support; *School Community Relationship; *Teacher Improvement Geographic Source: U.S.; District of Columbia ED455226 SP040154 Improving Teaching, Improving Learning: Linking Professional Development to Improved Student Achievement. Institutional Author: Center for Development & Learning, Covington, LA.(BBB35207) Availability: Center for Development and Learning, 208 South Tyler Street, Covington, LA 70433. Tel: 504-893-7777; Fax: 504-893-5443; e-mail: learn@cdl.org; Web site: http://www.cdl.org. Publication Date: October 2000 Language: English Pages: 29 Document Type: Reports--Descriptive (141) Journal Announcement: RIEDEC2001 Abstract: This report focuses on how better teaching results in better student learning. It is the result of a Think Tank on Professional Development comprised of parents, educators, and business and community leaders that convened to improve education and teaching in Louisiana. Think Tank members determined that they wanted to help build the capacity for cutting edge professional development for Louisiana's teachers that would ultimately improve student achievement. This report outlines an informed process for selecting professional development that will achieve a higher level of engagement and success in Louisiana classrooms. It focuses on eight issues: what students should know and be able to do; what teachers should know and be able to do; what are the primary performance gaps in teachers' knowledge and performance; what standards for professional development should be established; what outcomes should be expected; what professional development models of delivery should be used; what processes or models are most effective for which outcomes; and how professional development programs will be evaluated to determine their effectiveness. (Contains 16 references.) (SM) Descriptors: *Academic Achievement; Academic Standards; Elementary Secondary Education; *Faculty Development; Outcomes of Education; Program Development; Program Evaluation; Teacher Competencies; *Teacher Effectiveness; *Teacher Improvement; Teaching Skills Identifiers: Louisiana; Teacher Knowledge Descriptive Terms: Printing and distribution funded by the Toler Foundation. Geographic Source: U.S.; Louisiana ED452597 EA030987 Planning for School Improvement. A Report on a Comprehensive Planning Process. Author: Ahearn, Charles, Ed. Institutional Author: SERVE: SouthEastern Regional Vision for Education.(BBB29603) Availability: SERVE Publications, Attn: Distribution Specialist, 1203 Governor's Square Boulevard, Suite 400, Tallahassee, FL 32301. Tel: 800-352-6001 (Toll Free); Fax: 850-671-6085; Web site: http://www.serve.org. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1998 Language: English Pages: 18 Document Type: Reports--Descriptive (141) Journal Announcement: RIEOCT2001 Abstract: This report documents a process developed and used by the South-Eastern Regional Vision for Education (SERVE) to guide 12 districts in Georgia through the planning and development of a school-improvement plan. Ultimately, a total of 35 schools successfully completed plans during the study. Each school developed a plan for school improvement to be implemented beginning the next school year. The process was based on research that provided schools with the necessary tools to get started, stay focused, and achieve desired results. This publication briefly discusses the process developed by SERVE, presents factors that seem to facilitate a school's development of its plan, and explains how the task might be approached differently in the future. Implementing a school-improvement plan calls for all stakeholders-principals, teachers, parents, students, and community representatives-to band together with a shared vision and set of goals if children are ultimately to benefit. The document is designed to be useful as a resource for those people who are seeking to lead school-improvement efforts. (DFR) Descriptors: *Educational Improvement; Elementary Secondary Education; *Faculty Development; *Improvement Programs; *Needs Assessment; Planning; Public Schools; *Staff Development; *Teacher Improvement Contract Number: RJ96006701 Geographic Source: U.S.; Florida ED452164 SP039896 Individual Professional Development Plans: In Search of Learning for Teaching. Author: O'Connor, C. Richele; Herrelko, Janet Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: October 27, 2000 Language: English Pages: 18 Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIESEP2001 Abstract: This paper presents information from a study in which researchers examined the implementation of local professional development committees in the state of Ohio. Ohio is one of two states that requires teachers to participate in a peer review of their professional development goals. This study examined the Individual Professional Development Plans (IPDPs) of 133 teachers in 5 Ohio school districts, most of whom taught elementary school. The study focused on the areas of literacy and mathematics. Results indicated that, while 13 different types of activities were chosen, teachers still selected traditional college coursework and inservice workshops and conferences as the main sources of professional development. The fourth most frequently selected professional development activity, in-class activities, indicated that teachers were viewing activities that they conducted within the confines of their own classrooms as professional development activities. Districts varied widely in how they approached the newly defined professional development. Since the IPDPs of most teachers were very vague, it was difficult to discern much about the specific types of learning teachers were pursuing in literacy and mathematics. (Contains 10 references.) (SM) Descriptors: Educational Methods; Elementary Secondary Education; *Faculty Development; *Inservice Teacher Education; *Teacher Improvement Identifiers: Ohio Descriptive Terms: Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (October 27, 2000). Geographic Source: U.S.; Ohio ED450482 EA030916 How To Build Local Support for Comprehensive School Reform. Getting Better by Design, Volume 7. Author: Solomon, Monica; Ferguson, Maria Voles Institutional Author: New American Schools Development Corp.(BBB32857) Availability: New American Schools, 1560 Wilson Boulevard, Suite 901, Arlington, Virginia 22209. Tel: (703) 908-9500; Fax (703) 908-0622. Sponsoring Agency: Annenberg Foundation, St. Davids, PA. (BBB31120)@; Education Commission of the States, Denver, CO. (BBB00544) Publication Date: 1998 Language: English Pages: 33 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEAUG2001 Abstract: This guide is designed to help school district leaders build public understanding and support for comprehensive school reform (CSR) by introducing the concept to schools, parents, and the community. Without broad-based public understanding and support, it will be difficult for the district to meet its central goal of improving student achievement. The guide can be used to describe the basics of the New American Schools approach to CSR and how it differs from the ad hoc, piecemeal reform attempts that the school district might have tried before. It can be used to answer questions about why a CSR effort is needed. Additionally, it can help assemble a district leadership team to help schools learn more about the NAS models; make the case for CSR to the community; and identify and engage key stakeholders and work with the community to build long-term, community-based support for CSR. The guide was developed from school district and community leaders who have been through the process before. It can help the user to communicate effectively the path and progress of CSR to multiple stakeholders in the community. (Contains 15 references.) (DFR) Descriptors: Academic Achievement; *Community Action; *Community Cooperation; Cooperation; *Educational Change; Elementary Secondary Education; Planning; Public Schools; *School Support; *Staff Development; *Teacher Improvement; Teacher Morale Identifiers: *New American Schools Descriptive Terms: Volume 7 in a series of 7. For others in the series, see EA 030 910 to EA 030 915. Geographic Source: U.S.; Virginia ED450413 CS217461 Teachers First: Final Project Report. Author: Connolly, Andrew Availability: Full text at: http://www.peta.edu.au/project/teacher/projectreport.pdf. Case studies are at http://www.peta.edu.au/project/teacher/spotlight.pdf. Sponsoring Agency: Australian Dept. of Employment, Education, Training and Youth Affairs, Canberra. (BBB34054) Publication Date: November 1999 Language: English Pages: 34 Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEAUG2001 Abstract: This report summarizes the activities, outcomes, and recommendations of a small Commonwealth Department of Education, Training and Youth Affairs (DETYA)-funded teacher professional development project "Teachers First." Noting that the project delivered a program of professional development informed by the recommendations of the DETYA research project "Digital Rhetorics," the paper explains that the project, which commenced in August 1998 and concluded in March 1999, was managed by Australia's Primary English Teaching Association (PETA) with cooperation and assistance from the New South Wales Department of Education and Training (NSWDET). The report presents information about "Teachers First" and its objectives. "Teachers First" provided 16 primary teachers with professional development in the use of CITs (Communication Information Technologies) and English literacy assessment, and each teacher used this knowledge to undertake a short term classroom based literacy assessment project. CITs were used to communicate with project leaders and fellow participants, access relevant information and resources from the Internet, and record project work digitally on the "Teachers First" Web site. These case studies are attached to the report and are available on the PETA Web site. Contains a 9-item bibliography. (NKA) Descriptors: Case Studies; Elementary Education; *English Instruction; *Faculty Development; *Information Technology; Program Descriptions; Student Evaluation; *Teacher Improvement Identifiers: *Australia; *Technology Integration; Web Sites Descriptive Terms: Paper presented at the Annual Meeting of the Australian Council for Educational Research (Adelaide, South Australia, October 18-19, 1999). Geographic Source: Australia; New South Wales ED450112 SP039788 Why Can't We Get It Right? Professional Development in Our Schools. Author: Speck, Marsha; Knipe, Caroll Availability: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218; Tel: 805-499-9774; Fax: 800-4-1-SCHOOL; E-mail: order@corwinpress.com; Web site: http://www.corwinpress.com (paperbound: $34.95; hardbound: $76.95). Publication Date: 2001 ISBN: 0-7619-7593-4 Language: English Pages: 289 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUL2001 Abstract: This book offers new practices for raising student achievement as it advocates for responsible changes in the policies, structures, and operations of schools, providing a perspective to help educators face the challenges of professional learning on a personal level. Its 11 sections focus on: (1) "Introduction: Essential Questions about Professional Development"; (2) "Focusing Professional Development in a Standards-Based System"; (3) "Creating a Culture for a Learning Community"; (4) "Addressing Teacher Work Concerns Through Professional Development"; (5) "Promoting Individual Growth Through Professional Learning"; (6) "Challenging Districts Sustain Professional Growth"; (7) "Designing Your Own Model"; (8) "Tools for Implementing a Professional Development Design"; (9) "Evaluating Professional Development"; (10) "Revisiting Past Perspectives to Underscore the Need for Change"; and (11) "Facing the Emerging Issues and Challenges of Professional Learning." The chapters begin with a scenario about the topic, then discuss why the topic is important, present information on the topic, and offer relevant links on the World Wide Web. (Contains 107 references.) (SM) Descriptors: Academic Achievement; Academic Standards; Adult Learning; Elementary Secondary Education; *Faculty Development; Inquiry; Inservice Teacher Education; Leaders; Program Development; Program Evaluation; School Districts; *Teacher Improvement; Teacher Responsibility; Teacher Role Identifiers: Learning Communities Descriptive Terms: Forward by Linda Lambert. Target Audience: Administrators; Practitioners; Teachers Geographic Source: U.S.; California ED449266 UD033953 Professional Development That Addresses Professional Community in Urban Elementary Schools. Author: Youngs, Peter; Kings, M. Bruce Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: John D. and Catherine T. MacArthur Foundation, Chicago, IL. (BBB25107)@; Spencer Foundation, Chicago, IL. (BBB06744)@; Wisconsin Center for Education Research, Madison. (BBB20214)@; Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: April 11, 2000 Language: English Pages: 17 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJUN2001 Abstract: This study examined the level of professional community in seven urban elementary schools that served large proportions of low-income students and that had engaged in innovative, schoolwide professional development and reform. The study points out to what extent and in what ways professional development at each school addressed professional community and the other dimensions of school capacity. Schools were chosen to represent different approaches to professional development and different kinds of assistance from district, state, and independent providers. Researchers made two to four visits to each school for up to 4 days at a time, observing professional development activities and classroom instruction, interviewing school and district staff and external providers of faculty development, and collecting pertinent documents (e.g., achievement data and demographic and fiscal information). Data analysis indicates that urban elementary schools serving high percentages of low-income students can attain a healthy degree of professional community, and that professional development in such schools can strongly address professional community. Evidence from two schools suggests that professional community can be strengthened by either scripted approaches to professional development or more organic, school-based approaches. (Contains 18 references.) (SM) Descriptors: *Academic Achievement; Collegiality; Educational Innovation; Elementary Education; *Faculty Development; Low Income Groups; Teacher Collaboration; *Teacher Improvement; *Urban Schools Identifiers: *Professional Community Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Contract Number: R308F60021-97 Geographic Source: U.S.; Wisconsin ED449162 SP039893 In-site Insight: A Look at Professional Development in Montclair, New Jersey. Author: Barnes-Johnson, Joy M. Availability: EDRS Price MF01/PC04 Plus Postage. Publication Date: January 2001 Language: English Pages: 81 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUN2001 Abstract: Motivated by education reform and state-mandated inservice training, New Jersey's Montclair Public School District created a staff development model that uses teachers as resources for their own professional growth. This model utilizes the expertise of an elementary math, intermediate language arts, and secondary science teacher in the formation of a resource team of professional developers. As teachers on special assignment, the resource team works closely with key administrative personnel in areas of curriculum, parental involvement, staff development, and overall student achievement. This paper shares the results of the initial phase of this new model of professional staff development in the Montclair Public Schools. Montclair is a magnet school system with a highly diverse student population of 6,000 students. A historical perspective is provided which describes the process for fostering collegiality and implementing innovative pedagogical practices in the middle level classroom. This model represents a paradigm shift. One of the reasons the model has been successful is because of the team diversity across grade level and subject. This diversity has helped cultivate continuity and eliminate gaps common to many isolated models of staff development. Sample flyers, presentation overheads, and supplementary resources are attached. (Author/SM) Descriptors: *Collegiality; Educational Innovation; *Faculty Development; Inservice Teacher Education; Mentors; Middle School Teachers; Middle Schools; *Teacher Collaboration; *Teacher Impr |