Professional Development for Educators

Teacher-Led Professional Learning

Evaluating CoverWhat makes great professional learning? Research indicates that the best professional learning occurs on the job, when teachers learn from experience and frequent feedback about their strengths and how to improve. A major benefit of Opportunity Culture models is how they provide teachers with ample time during the school day to co-plan, co-teach, and co-learn. Schools can schedule subject or grade-level teaching teams to be available at the same times. Both multi-classroom leaders and great teachers using elementary specialization and Time Swaps can mentor and lead peers during school-hour planning time. Team-teaching roles explicitly include learning on the job in a team committed to excellence for all students. In these materials, we provide a simple framework of the elements of effective on-the-job professional learning from teacher-leaders in an Opportunity Culture, for which we also drew on materials and research from non-Opportunity Culture schools. These will be helpful to any schools designing teacher-led professional learning, not just Opportunity Culture schools with their high-authority, full-responsibility roles. We cover the following topics: Defining Teacher-Leader Roles, Selecting Teacher-Leaders, Finding Time for Professional Learning, Funding for Teacher-Leadership, and Evaluating Teacher-Leaders.

Please see these websites for more about teacher-led-professional learning:
Teacher-Led Professional Learning: http://teacherledprofessionallearning.org/
GTLC Innovation Station: http://www.gtlcenter.org/learning-hub/innovation-station/extending-reach

Projected Statewide Impact of “Opportunity Culture” School Models

Projected Statewide Impact of “Opportunity Culture” School Models

NC mapThis brief estimates the impact of a statewide implementation of Opportunity Culture models, using North Carolina as an example. Impacts estimated include student learning outcomes, gross state product, teacher pay, and other career characteristics, and state income tax revenue. Estimates indicate the potential for a statewide transition to Opportunity Culture models to provide a brighter future for students, teachers, and the state’s economy.

Professional Development Research Synthesis

Professional Development Research Synthesis

DesigningEffectivePD-2This research synthesis, Designing Effective Professional Development Experiences: What Do We Know?, was written for the John Edward Porter Professional Development Center at the North Central Regional Educational Laboratory as a resource for schools and districts to help them design more effective professional development experiences for teachers. Examining the research base to date, this synthesis identifies certain characteristics of professional development activities that influence whether or not participants achieve their stated goals.

Professional Development: Learning from the Best — A Toolkit for Schools and Districts Based on Model Professional Development Award Winners

Professional Development: Learning from the Best — A Toolkit for Schools and Districts Based on Model Professional Development Award Winners

learnfrombest-2Written by Emily Ayscue Hassel, and published by North Central Regional Education Laboratory in 1999, this toolkit takes the best practices of award-winning schools and organizes them into a step-by-step planner for designing and implementing professional development.

 
 

Effective Professional Development: What Do We Know?

Effective Professional Development: What Do We Know?

EffectivePD-ThumbThis presentation was designed by Lucy Steiner to enable district officials in Columbia, South Carolina to plan more effective professional development experiences for teachers. Examining the research base to date, the presentation identifies the characteristics of effective professional development and describes which professional development activities are more likely to increase student achievement.

Apply What You Know: Designing Effective Professional Development

Apply What You Know: Designing Effective Professional Development

PDPlanning-thumbLucy Steiner designed this workshop to enable district officials in Columbia, South Carolina to design professional development experiences for teachers that increase student learning. The presentation provides step-by-step guidance on how to analyze existing performance data, identify goals for student and teacher learning, select and implement effective professional development activities, and evaluate impact.

Instructional Coaching

Instructional Coaching

CenterIssueBriefSept07CoachThis issue brief, prepared by Lucy Steiner and Julie Kowal, takes a look at instructional coaching and elements to look for when selecting, preparing, and evaluating coaches for effectiveness. This is part one of a two part series.