• Summary
  • Contents
  • Subject index

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

Pulaski, VA

Online Professional Development
Online professional development

An explosion of offerings and evolving methodologies make Web-based training an effective, viable professional development option for many schools and teachers.

—Chris Dede

Michelle and the other members of the middle school math team had spent time analyzing and discussing data from multiple sources (standardized test results, in-class test results, and teacher observations of students) to identify areas of student weakness. They all agreed that their students as a whole were not proficient in using critical-thinking skills to analyze a problem, and then apply learned math concepts to solve the problem. Mrs. Brennan, her principal, recommended that they all take an online course focused on helping middle school math teachers learn instructional approaches to enhance student critical-thinking and problem-solving skills.

Michelle was skeptical ...

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