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
Context: Building an Atmosphere to Support Teacher Learning
Context: Building an Atmosphere to Support Teacher Learning
Real, substantive teacher professional development is needed in American schools but for that to happen contexts and cultures supportive of adult learning in our schools must first be developed.
As Paul Tough says in the epigraph at the beginning of this chapter, creating and sustaining a context supportive of teacher professional growth is a necessary component of building an effective teacher professional development program. A supportive context, or school culture for teacher professional learning, will not happen by accident. It must be created intentionally to allow learning activities to flourish. Professional learning activities are much more likely to result in improvements in teacher knowledge and instructional practices, and student learning, ...
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