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 8: School Rounds
Rounds is an approach that improves schools and teaching by engaging teachers in an ongoing process of examining and solving problems of practice.
Claire hosted the rounds group earlier today as they visited her environmental science class and is looking forward to the post-rounds debriefing session and the perspectives of her colleagues. As part of a unit on global warming, she has been working on getting her students to more closely examine the sources and validity of ideas and information to consistently ask the questions, “How do we know this is accurate or true?” and “What conclusion is the best fit with the data?” Despite her efforts, she hasn't seen her students make much progress in this area and has been growing ...