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 11: Peer Coaching
Peer coaching is a process through which two or more colleagues work together to reflect on current practices; expand, refine, and build new skills; share ideas; teach one another; conduct classroom research; and solve problems of practice.
Kristen was beginning to implement cooperative learning methods in her fourth-grade classroom. One of her challenges with the method was finding a way to engage quiet students so that they would not feel overwhelmed by more vocal, dominant personalities. Her goal was for each student to contribute to the group, and she knew that she had to teach her students the group skills and social skills needed for cooperative learning. She also knew that it takes time for students to develop these skills. Unfortunately, what ...