ERIC Number: ED472667
Record Type: RIE
Publication Date: 2001-Jun
Framing the Field: Professional Development in Context.
Kronley, Robert A.; Handley, Claire
In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report examines key factors and conditions that contribute to or hinder the success of professional development initiatives, especially as those factors and conditions relate to the financing of these initiatives. The paper reviews the relevant literature, and draws on information gained through the development of profiles of selected promising professional development initiatives under this project, to assess what is known about well-designed and effective professional development. It focuses on the quest for organizational capacity, looking at the need for a better understanding of financing issues and strategies, as a key attribute requiring further research, development, and technical assistance. The report lists factors that have resulted in recognition for successful initiatives, including extended duration, clear purpose, connection to a school or district's theory of change, collaboration, supportive leadership, reliance on proven theories of adult learning, and strong content. (Contains 18 references.) (SM)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Educational Finance, Elementary Secondary Education, Faculty Development, Higher Education, Inservice Teacher Education, Preservice Teacher Education, Program Effectiveness
Finance Project 1401 New York Avenue, N.W., Suite 800, Washington, DC 20005. Tel: 202-587-1000; Fax: 202-628-1293; Web site: http://www.financeproject.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Finance Project, Washington, DC.