ERIC Number: ED429980
Record Type: RIE
Publication Date: 1999-Mar
Actual Schools, Possible Practices. New Directions in Professional Development.
Novick, Rebecca; Grimstad, Jane
This publication examines the literature on promising practices in professional development, focusing on the role of effective inservice professional development in successful elementary school reform, promising practices, and results of a survey of educators from the northwest United States. After an introduction, Section 1 discusses "Learning in Our Nation's Schools: Simple-Minded or Muddle-Headed?" Section 2 focuses on "Teaching for Understanding." Section 3 examines "Barriers to Effective Professional Development and School Reform." Section 4 discusses "Inquiry-Based Professional Development." Section 5 focuses on "Collaboration with Children, Families, and Colleagues." Section 6 looks at "Cherry Valley Elementary School, Polson, Montana." The report concludes that effective professional development: is moving away from the model in which an expert transmits knowledge to teachers; is grounded in the questions and concerns of those who work closely with children; views teachers as intellectuals, leaders, peer coaches, and researchers; and allows ample opportunities for teachers and principals to engage in reflective study of teaching practices, experimentation, collaborative problem solving, and peer mentoring in a supportive climate. Two appendixes include the District Staff Development Activities Survey and data on how often teachers are included in several district-provided staff development activities. (Contains 107 references.) (SM)
Descriptors: Educational Change, Educational Improvement, Elementary Secondary Education, Inservice Teacher Education, Professional Development, Teacher Collaboration, Teacher Improvement, Teachers
Northwest Regional Educational Laboratory, Child and Family Program, 101 SW Main Street, Suite 500, Portland, OR 97204-3297; Tel: 503-275-9581; Fax: 503-275-9625; Web site: http://www.nwrel.org/cfc/
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR. Child, Family, and Community Program.
IES Cited: ED502720
Note: An earlier version of this paper appeared in "Education Policy Analysis Archives," 1996, volume 4, number 14.