This is one of the ASCD members books. It arrived about 3 weeks ago and is well-worth the read. This short book is 143 pages long, including the appenThis is one of the ASCD members books. It arrived about 3 weeks ago and is well-worth the read. This short book is 143 pages long, including the appendix and is packed full of easy-to-read research and recommendations about how to design, deliver, and sustain the type of professional development that improves student learning.
Here's an excerpt: "The time required for focused professional learning is extraordinary, at least in the context of most current scheduled [Linda:] Darling-Hammond and Richardson (2009) synthesized professional learning research and note:
'Teachers who had 80 or more hours of professional development in inquiry-based science during the previous year were significantly more likely to use this type of science instruction than teachers who had experienced fewer hours … Studies of professional development lasting 14 or fewer hours showed no effects on student learning … The largest effects were found for programs offering between 30 and 100 hours spread out over 6-12 months.' (p. 49)
"Although his sort of commitment may sound overwhelming in a time of tight budgets and crammed schedules, trade-offs are possible. What would be the effect on professional learning if you combined the traditional opening-of-school inspirational speech, four district-level staff development days, and 18 biweekly staff meetings – perhaps 48 hours of professional learning – and focused all of them on improved literacy instruction? While your immediate thoughts might migrate to all of the content that teachers would miss by forgoing those workshops and meetings, weigh that against the power of focus on a single area of improve teaching. To make the comparison more dramatic, stop for a moment and evaluate the effect on learning of the school opening, the one-day workshops, and the staff meetings of last year. What aspects of that content are you applying? What would you have missed by being absent those days? If you were to decide in the months ahead to substitute high-impact learning for meetings, assemblies, and workshops, you may decide that you are not giving up much at all." p. 67...more
I just got this book in the mail and picked it up this morning. It will be a perfect companion to Instructional Rounds and Strategy in Action. MoreoevI just got this book in the mail and picked it up this morning. It will be a perfect companion to Instructional Rounds and Strategy in Action. Moreoever, from the introduction, it looks like a great resource for understanding and using the new EducateAlabama evaluation system.
Here are some excerpts from the introduction: "So while hiring and firing are tremendously important, this book will focus on strategies for supporting and improving the teachers (ranging from excellent to mediocre) who are in the classrooms now (p.xvi)."
"This book will present four closely linked strategies for principals: making short, unannounced classroom visits followed by one-on-one feedback conversations; participating much more actively in the curriculum planning process; working with teacher teams to analyze and follow up on interim assessment results; and using rubrics for end-of-year teacher evaluation. I believe these are the most effective ways for a principal to excercise instructional leadership and make a real difference at the classroom level (p. xvii)."
The author is a former teacher, principal and district staffer who spent 32 years in the Boston city schools...more
How can you ensure that your students are well-prepared for our ever-changing world? Ask relevant and interesting open-ended questions, and help yourHow can you ensure that your students are well-prepared for our ever-changing world? Ask relevant and interesting open-ended questions, and help your students become good questioners as well. Want to learn how? This book will provide you with insights, research, and ideas about how to strengthen both your use and your students' use of effective questioning....more
This book is a must for any education leader. It was commissioned by the Gates Foundation and written by faculty from the Harvard Graduate School of EThis book is a must for any education leader. It was commissioned by the Gates Foundation and written by faculty from the Harvard Graduate School of Education, led by Tony Wagner. We are using it with our Key Leaders Network and integrating much of what we've learned from this book in other facets of our work. Highly recommended....more
This book is represents ten years' worth of the Rick and Becky DuFour and Robert Eaker's thinking and sharing the concepts related to professional leaThis book is represents ten years' worth of the Rick and Becky DuFour and Robert Eaker's thinking and sharing the concepts related to professional learning communities. It is not simply a consolidation of the former books, but rather a view from experts who have been working with educators on PLCS originally as practitioners and now as consultants.
Full of useful information, this book is highly recommended....more