ERIC Number: ED511559
Record Type: Non-Journal
Publication Date: 2010
Reference Count: 12
Advancing High-Quality Professional Learning through Collective Bargaining and State Policy: An Initial Review and Recommendations to Support Student Learning
von Frank, Valerie, Ed.
American Federation of Teachers (NJ)
This publication is the result of an 18-month project that brought together teams from six states--Minnesota, New Jersey, New York, North Carolina, Ohio, and Texas--along with their national organizations in a groundbreaking partnership to identify collective bargaining language and policies that support high-quality professional development. Three key ideas emerged from this study: (1) Professional development is only as effective as the expectations set for it; (2) Negotiated contract provisions and policy language about professional development are best considered within their unique contexts; and (3) Professional development can be dramatically enhanced through state policy and collective bargaining agreements. The following national recommendations emerged from the work of this initiative: (1) All states and districts should adopt and follow strong standards for professional development; (2) States and districts should develop easily understood, research-based, and graduated rating systems for professional development programs; (3) States and districts should provide adequate resources, including time and financial support, to ensure every educator engages in effective professional learning; (4) All states and districts should immediately implement new or expanded professional learning for school leaders, including principals and teacher leaders, to help them facilitate and integrate high-quality professional development into teachers' workdays; (5) States and districts should require that school leaders' evaluations include how well they implement effective professional learning; and (6) States and districts should work collaboratively to establish parameters or guidance on teachers' role in all decisions related to professional development. Appendices include: (1) Contributors; (2) Participating States' Context Matrix; (3) NSDC's Standards for Staff Development; (4) Glossary; and (5) Source Table.
Descriptors: Collective Bargaining, National Organizations, Faculty Development, Teacher Leadership, Partnerships in Education, Negotiation Agreements, Contracts, School Districts, State Standards, Program Evaluation, Program Implementation, Financial Support, Principals, Administrator Evaluation, Teacher Role, Elementary School Teachers, Secondary School Teachers, Elementary Secondary Education
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; Web site: http://www.aft.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: American Federation of Teachers; National Education Association; National Staff Development Council; Council of Chief State School Officers
Identifiers - Location: Minnesota; New Jersey; New York; North Carolina; Ohio; Texas