NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: EJ984781
Record Type: Journal
Publication Date: 2012-Nov
Pages: 6
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1537-5749
Sustainable Professional Development
McLester, Susan
District Administration, v48 n10 p36-41 Nov 2012
Although best practices in student instruction and learning have evolved dramatically over the past couple of decades, new approaches to educator professional development have lagged behind considerably. The traditional whole group, one-size-fits-all strategy universally recognized as ineffective for teaching students, has too-long remained the status quo for many school and districts leaders. Recent reports such as the 2009 "Professional Learning in the Learning Profession," by the National Staff Development Council and the School Redesign Network at Stanford University affirm a direct link between highly effective, sustained professional development and differentiated approaches to teacher training, collegial collaboration, and risk taking. Risk-taking includes embracing new teaching methods like the integration of online Khan Academy tutorials into a math class, and requesting feedback from students and parents on how it is working. Risk-taking also includes a higher level of transparency, such as sharing classroom practices that did not work, as well as those that did, at a Parent Teacher Student Association meeting, or via a school newsletter or classroom website. Establishing and maintaining a culture of ongoing learning is the core principle underlying sustainability. Creating a culture that is excited about learning is the strongest foundation for best practices in schools. Ensuring that administrators are deeply immersed in and dedicated to the school's professional development program is key to its effectiveness and sustainability.
Professional Media Group, LLC. 488 Main Avenue, Norwalk, CT 06851. Tel: 203-663-0100; Fax: 203-663-0149; Web site: http://www.districtadministration.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A