NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ876334
Record Type: Journal
Publication Date: 2009-Dec
Pages: 4
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: ISSN-0276-928X
Lasting Impression: Targeted Learning Plan Has a Maximum Impact on Teacher Practice
Nelsen, Jeff; Cudeiro, Amalia
Journal of Staff Development, v30 n5 p32-35 Dec 2009
Most professional development plans and strategies simply offer high-quality training or activities that teachers then decide how (or if at all) to implement in their classrooms. By using a targeted professional learning plan, schools can increase the likelihood of student success by using cycles of learning to incorporate professional development lessons into daily school and classroom rhythms. This article details a professional learning model that is designed around repeated cycles of learning sessions lasting six to eight weeks linked with supports such as observation and coaching, professional readings, examining student work, peer observations, and walk-throughs. Such supports are essential for full implementation of the learning in every classroom for every student every day. Taken together, these actions have the potential to move a school a giant step forward toward coherence and tighter coupling, where what and how students are learning is a matter of common knowledge, and most importantly, lead to a culture where adult learning becomes as common as student learning.
National Staff Development Council. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.nsdc.org/news/jsd/index.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A