• 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

Content: Specifying the Goals of Professional Learning Activities
Content: Specifying the goals of professional learning activities

The content of professional learning activities must be based on student needs that are defined through data analysis and professional opinion.

—Lois Brown Easton

A principal and curriculum director had spent the summer crafting a two-year plan for professional development in their school. The best consultants had been hired to make presentations and lead workshops for their professional development days. Faculty members had been scheduled to attend conferences connected to their area of teaching. Weekly grade-level or department meetings were planned, and topics were selected to give each meeting a focus. Time was reserved in scheduled faculty meetings for teachers to report on their grade-level and department meeting discussions. The plan was ...

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