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Hirsh, Stephanie – Journal of Staff Development, 2009
Good teaching occurs when educators on teams are involved in a cycle in which they analyze data, determine student and adult learning goals based on that analysis, design joint lessons that use evidence-based strategies, have access to coaches for support in improving their classroom instruction, and then assess how their learning and teamwork…
Descriptors: Teaching (Occupation), Professional Development, Models, Teamwork
Killion, Joellen; Hirsh, Stephanie – American School Board Journal, 2001
In a high-quality professional development system, goals are student-centered, focused on learning, and incorporated into teachers' daily routine. School boards can foster this model by ensuring that professional development is aligned with student learning needs and district improvement plans and by providing sufficient resources. (MLH)
Descriptors: Adult Learning, Boards of Education, Data Collection, Definitions
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Killion, Joellen; Hirsh, Stephanie – Journal of Staff Development, 2011
Student success depends on effective teaching--not just occasionally, but every day in every classroom and school. Effective teaching impacts students' academic, physical, social-emotional, and behavioral well-being. Generating a vision, developing an instructional framework, and delineating student learning outcomes by themselves are insufficient…
Descriptors: Teacher Effectiveness, Academic Standards, Professional Development, Models
Hirsh, Stephanie; Killion, Joellen – Phi Delta Kappan, 2009
The authors' experiences with improvement efforts, particularly those which failed to be fully implemented, cause them to wonder if other approaches to improvement will increase their potential for success. They conclude that principles--powerful beliefs that underlie actions--are essential to sustained system and school improvement. Over the…
Descriptors: Educational Change, Educational Improvement, Professional Development, Stakeholders
Sparks, Dennis; Hirsh, Stephanie – 1997
This book explores how three ideas, results-driven education, systems thinking, and constructivism, are shaping a new direction in staff development in schools. Results-driven education judges the success of schooling by what students actually know and what they can do as a result of their time in school. Systems thinking is a framework for seeing…
Descriptors: Constructivism (Learning), Curriculum Development, Educational Change, Elementary Secondary Education
Hirsh, Stephanie; Sparks, Dennis – High School Magazine, 1999
Initiating improved models of teacher practice requires a series of resolutions to guide staff-development efforts. The revamped scenario sets priorities among all the teacher's essential roles and responsibilities: learning, instructing, planning, writing, coaching, tutoring, and studying. Teacher competence and quality are also priorities. (MLH)
Descriptors: Accountability, Educational Improvement, Faculty Development, High Schools