ERIC Number: EJ1043867
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: 16
Planning Professional Learning
Guskey, Thomas R.
Educational Leadership, v71 n8 p10-16 May 2014
Why does professional learning for educators have such a mixed history? Why is it so hard to find solid research evidence of professional development programs that actually improve student learning outcomes? Part of the answer, writes Thomas R. Guskey, is that professional learning experiences for educators are rarely well planned. Consequently, they lack purpose, cohesiveness, and direction. To address this problem, Guskey recommends that professional developers practice backward planning. Schools should begin by deciding what student learning outcomes are desired, and then consider what instructional practices will produce these outcomes, what organizational supports are needed to implement those instructional practices well, what new skills teachers will need, and only then what professional learning activities will best help teachers develop these skills.
Descriptors: Faculty Development, Program Effectiveness, Planning, Program Development, Educational Objectives, Teaching Methods, Teaching Skills, Teacher Improvement, Skill Development, Lesson Plans, Best Practices, Teaching Conditions, Knowledge Base for Teaching
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A