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Teachers Without Borders

Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html

professional_development teacher professional development report teacher education

shared by Teachers Without Borders on 13 Feb 09 - Cached
  • United States Is Substantially Behind Other Nations in Providing Teacher Professional Development That Improves Student Learning; Report Identifies Practices that Work
  • Every year, nine in 10 of the nation’s three million teachers participate in professional development designed to improve their content knowledge, transform their teaching, and help them respond to student needs. These activities, which can include workshops, study groups, mentoring, classroom observations, and numerous other formal and informal learning experiences, have mixed results in how they effect student achievement.
  • embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.
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  • the type of support and on-the-job training most teachers receive is episodic, often fragmented, and disconnected from real problems of practice.
  • Teachers lack time and opportunities to view each other’s classrooms, learn from mentors, and work collaboratively,”
  • “The research tells us that teachers need to learn the way other professionals do—continually, collaboratively, and on the job. The good news is that we can learn from what some states and most high-performing nations are doing.”
  • Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad
  • Research shows that professional development should not be approached in isolation as the traditional “flavor of the month” or one-shot workshop but go hand-in-hand with school improvement efforts
  • U.S. teachers report little professional collaboration in designing curriculum and sharing practices, and the collaboration that occurs tends to be weak and not focused on strengthening teaching and learning.
  • Teachers are not getting adequate training in teaching special education or limited English proficient students
  • United States is far behind in providing public school teachers with opportunities to participate in extended learning opportunities and productive collaborative communities. Those opportunities allow teachers to work together on instructional planning, learn from one another through mentoring or peer coaching, conduct research on the outcomes of classroom practices, and collectively guide curriculum, assessment, and professional learning decisions
  • other nations provide: • Extensive opportunities for formal and informal in-service development. • Time for professional learning and collaboration built into teachers’ work hours. • Professional development activities that are ongoing and embedded in teachers’ contexts. • School governance structures that support the involvement of teachers in decisions regarding curriculum and instructional practice. • Teacher induction programs for new teachers that include release time for new teachers and mentors, and formal training of mentors.
  • U.S. teachers average far more net teaching time in direct contact with students (1,080 hours per year) than any other OECD nation
Teachers Without Borders

Action Research: A Self-Directed Approach to Professional Development - 4 views

www.ascd.org/..._Professional_Development.aspx

professional development research action Self-Directed teacher professional development

shared by Teachers Without Borders on 29 Jul 11 - No Cached
  • The best part about being a teacher is that you get to remain a student forever. Teachers are lifelong learners. To be an effective educator, you must constantly pursue learning through workshops, conferences, on-site or online training modules, and seminars. Professional development can help teachers stay up-to-date with new trends and learn new techniques, strategies, and methods for dealing with various classroom challenges. But all professional development is not the same.
  • If you feel frustrated by not being able to find what you need, how about creating your own solutions? Every classroom challenge is as individual as the students in the class. Sometimes, instead of looking for solutions out there somewhere, it helps if a teacher learns to understand the challenge and experiments to find the answer that suits her class or students. Most teachers shy away from the word "research," thinking it is scholars' job to conduct research and come up with condensed data or analysis. But all of us are researchers, consciously or otherwise.
  • Teachers can do action research by formally defining a problem, drafting a hypothesis, collecting and organizing data, and coming to a conclusion about the effect of the hypothesized change. And the conclusion you derive will be more meaningful and effective because it deals with your challenges and your solutions, keeping in mind your circumstances and resources.
  • Teachers Without Borders on 29 Jul 11
     
    Action Research: A Self-Directed Approach to Professional Development
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