All Professional Development articles
By: North Central Regional Educational Laboratory (2009)
Too often, teachers say that the professional development they receive provides limited application to their everyday world of teaching and learning. Here The North Central Regional Educational Laboratory shares a five-phase framework that can help create comprehensive, ongoing, and — most importantly — meaningful professional development.
By: Thomas Toch and Robert Rothman (2008)
Comprehensive methods of evaluating teachers that avoid the typical "drive-by" evaluations can promote improvements in teaching.
By: University of Virginia Center for Advanced Study of Teaching and Learning (2008)
The Classroom Assessment Scoring System (CLASS) describes ten dimensions of teaching that are linked to student achievement and social development. Each dimension falls into one of three board categories: emotional support, classroom organization, and instructional support.
By: Alex Torrez and William Allan Kritsonis (2008)
The development of new teachers in hard-to-staff schools should be of the highest priority for principals, as stability is key to long-term school improvement. Here are some factors principals should remember when recruiting and retaining teachers.
By: Alliance for Excellent Education (2008)
Working conditions play a much larger role than retirement in explaining why teachers transfer leave a class or the profession. This brief looks at the research about teacher turnover, and finds that while teachers' decisions to stay or leave a particular school is contingent on a variety of factors, in all cases the key seems to lie in the level of success teachers encounter in raising their students' academic performances.
By: Linda Fitzharris, Mary Blake Jones, and Allison Crawford (2008)
Knowing what teachers know and how they practice is necessary to ensure that there are professionals in every classroom meeting the diverse needs of students. Researchers evaluated case studies from a group of teachers and revealed four different levels of knowledge, indicating that future staff development needs to be differentiated and individualized.
By: American Federation of Teachers (2007)
Effective communication is essential for building school-family partnerships. It constitutes the foundation for all other forms of family involvement in education.
By: Lucy Steiner and Julie Kowal (2007)
Many school districts have adopted instructional coaching as a model for teachers' professional development. This brief offers guidance on how school leaders can tailor the most promising coaching strategies to the needs of their schools.
By: Lia Salza (2006)
By: Lucy Steiner and Julie Kowal (2005)
Research shows that effective school leaders focus on improving classroom instruction, not just managerial tasks. A natural way for school leaders to take on the role of instructional leader is to serve as a "chief" coach for teachers by designing and supporting strong classroom level instructional coaching. Here's how to selecting a coaching approach that meets the particular needs of a school and how to implement and sustain the effort.
By: Louise Spear-Swerling and Robert Sternberg (2001)
By: International Reading Association (2000)
Every child deserves excellent reading teachers — they make a profound difference in children's reading achievement and motivation to read.
By: Learning First Alliance (2000)
For teachers to help more children learn to read, their own learning must be a valued and integral part of their work. Here are guidelines for the conditions for and content of effective professional development in reading.
By: Learning First Alliance (2000)
In order to adopt research-based practices for teaching reading, teachers must be supported with quality professional development that helps them develop an extensive knowledge and skills base. This guide, written by Learning First Alliance (an organization of twelve national education associations), calls for changes in the context, process, and content of professional development in reading.
By: Louisa Moats (1999)
The knowledge and skills base required for teaching reading well is extensive. This outline of a proposed curriculum for teacher education programs in reading covers knowledge of reading development, language structure, and strategies for instruction and assessment.
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