For sustained success, educators must commit to their own lifelong improvement.
Commitment to high-quality professional learning is a common aspect of educational systems of the the world's highest-achieving nations. Despite evidence that effective professional learning can be a powerful lever for school improvement, much of the professional development (PD) that is conducted in the United States has had limited impact on teacher practice…
In these pages, John Murray identifies research-based characteristics of effective teacher professional learning, detailing eight strategies for planning and executing professional development programs and evaluating their results. Content includes: The proven “backward” approach to articulating the goals of your PD program; Descriptions of innovative and effective designs for professional learning such as Lesson Study and Instructional Rounds; Powerful approaches to designing and implementing online PD
Packed with templates that make getting started easy, this all-in-one resource will facilitate deep professional learning that truly enhances student achievement.
“This book is one that any teacher or administrator who is involved with leading professional learning and continuous improvement—new to the field or with great experience—would find great value in.”
— Jeff Ronneberg, Superintendent
Spring Lake Park Schools, MN
“This is a critical resource that should be on every education leader's bookshelf. You will be challenged to find another book with so much helpful information on so many important professional development strategies that you can get started on immediately to facilitate real change in your school.”
— John D. Ross, Educational Consultant
Chapter 10: Mentoring
A Japanese proverb says that one day with a good mentor is worth one thousand days of diligent study. With a good mentor, teachers are supported, encouraged and inspired as they grow in their profession.
During a recent visit to a school, I asked a group of teachers to describe the professional development support they experienced during their early years in the profession. Marla, a 15-year veteran, volunteered first. “During my first several years as a teacher, I was just trying to survive,” she said. “All of the professional development involved workshops done as an entire faculty, and it never seemed to address what I was going through.” “Yes,” added Dan. “There was no collaborative work at all, and professional development was disconnected from ...