• 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

Action Research
Action research

Educators advance their instruction and enhance student learning when they examine and assess their own work as researchers and then adjust their teaching based on the results.

—Ernest Stringer

In their school's professional development goal-setting process, Rhoda and the two other kindergarten teachers identified developing literacy skills as a student learning need. Helping children expand their vocabularies is an important part of achieving this goal, and the three teachers have grown increasingly frustrated with this task over the past year. Their collective question—“How can we better help our students expand their vocabularies?”—leads the group to investigate best practices in this area.

“I would like to implement the Picture Word Inductive Model (PWIM) to see if it will help them improve their vocabulary learning,” Rhoda says. ...

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