ERIC Number: ED455229
Record Type: RIE
Publication Date: 2000
Reference Count: N/A
Engaging Public Support for Teachers' Professional Development, Fall 2000, No. 3.
National Foundation for the Improvement of Education, Washington, DC.
This paper describes the efforts of educators in communities nationwide to engage the public in teaching and learning activities, specifically in support of teacher professional development. Though there is no single model for positive public engagement, there are general principles, which include: finding an entry point (e.g., finding key constituencies which comprise the public and noting educational issues deemed important by each constituency); crafting a shared vision (e.g., ensuring a common understanding of what constitutes good professional development and determining who is involved in determining what, when, where, and how teachers learn); promoting effective communication (e.g., improving existing forums and vehicles for educators and community members to discuss educational issues and measuring the effectiveness of the communications); establishing a new model of interaction (e.g., making schools open and welcoming to the community as active participants and giving parents and community members meaningful opportunities to shape the instructional and programmatic agenda for the school/district); and planning ahead to show results (e.g., collecting data demonstrating a connection between professional development and student achievement and sharing data with parents and community members). (SM)
Descriptors: Citizen Participation, Elementary Secondary Education, Faculty Development, Inservice Teacher Education, Parent Participation, Public Opinion, Public Support, School Community Relationship, Teacher Improvement
National Foundation for the Improvement of Education, 1201 Sixteenth Street, N.W., Washington, DC 20036-3207. Tel: 202-822-7840; Web site: http://www.nfie.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: National Education Association, Washington, DC.
Authoring Institution: National Foundation for the Improvement of Education, Washington, DC.