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WHAT'S NEW - JULY 2002
TEACHER PROFESSIONAL DEVELOPMENT
Welcome to the website for the Council on Alberta Teaching Standards (COATS).
This area of the website changes monthly.
The theme for July will interest teachers and administrators who are exploring the issue of Teacher Professional Development.
The first section below identifies several weblinks related to the topic.
Also listed below please find hard-copy sources of scholarly information, practical guidance, and peer-reviewed articles about this topic.
We hope that you will find this website to be a valuable resource.
For quick reference bookmark http://www.teachingquality.ab.ca today!
WEBSITES AND ARTICLES RELATED TO TEACHER PROFESSIONAL DEVELOPMENT
Learning Styles vs. Teaching Styles
www.teachers.ab.ca/publications/monographs/pdschools
This publication provides Alberta teachers with information about an Alberta pilot project on professional development schools.
Such schools aim to provide new models of teacher education and developments through partnerships between schools and faculties of education.
The website publication also provides an overview of the research literature on professional development schools.
The monograph describes the model of professional development schools implemented in pilot projects at Hawkswood School in Calgary and J.P. Wagner High School in Edmonton.
Teachers First
www.teachersfirst.com/mentor.htm
One of the most popular methods of professional development, particularly for new teachers, is mentoring.
To learn more how to create an effective mentoring program, visit Teachers First.
Read the ERIC Digest on teachers mentoring programs, access an overview of an Australian program that pairs experienced teachers with university students, and find mentoring models from various schools and school districts.
Staff Development
www.nsdc.org
The National Staff Development Council (NSDC), founded in the United States in 1969, is the largest non-profit professional association committed to ensuring success for all students through staff development and school improvement.
The Council views high quality staff development programs as essential to creating schools in which all students and staff members are learners who continually improve their performance.
For an overview of the latest news in staff development techniques, visit the National Staff Development Council's website.
Selected articles from the Council's journal and newsletters are available online, as are the Council's standards for staff development.
PD Schools
www.aacte.org/Eric/pro_dev_schools.htm
The American Association of Colleges for Teacher Education Web site hosts the ERIC (Educational Resources Information Center) Clearinghouse on Professional Development Schools.
The Clearinghouse includes research digests, answers to frequently asked questions, and a sample partnership agreement for schools and universities.
Another source of information for Alberta teachers is the National Council for Accreditation of Teacher Education (NCATE).
This website includes NCATE's Standards for Professional Development Schools, which can be viewed at
http://www.ncate.org/newsbrfs/pds_f01.htm
JOURNAL ARTICLES
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Induction: The best form of professional development. |
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Educational Leadership. (2002). Vol. 59. Issue 6, Pages 52-55. |
| Author(s): |
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Wong, Harry K. |
| Abstract: |
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This journal article presents information on some effective induction programs for the professional development of novice teachers in the U.S.
New teachers need more than mentors; they need induction programs that acculturate them to the school and equip them for the classroom.
The article explores in detail the components of an effective induction program for teachers.
Characteristics of an induction program, examples of induction programs in several schools, and information on several induction activities are also addressed. |
| ISSN: |
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0013-1784 |
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The other side of the equation: Professional development and the organizational capacity of teachers unions. |
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Educational Policy. (2000). Vol. 14. Issue 3, Pages 385-405. |
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Bascia, Nina |
| Abstract: |
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This journal article describes three different types of professional development provided by teachers' organizations in the United States and Canada and suggests future directions teachers' organizations may take to help their members grow.
The article identifies strategies teachers' organizations may wish to pursue to improve the fit between available professional development and teachers' occupational needs. |
| ISSN: |
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0895-9048 |
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| Title: |
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Does it make a difference. |
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Educational Leadership. (2002). Vol. 59. Issue 6, Pages 45-52. |
| Author(s): |
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Guskey, Thomas R |
| Abstract: |
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This journal article discusses five levels of professional development evaluation: participants' reactions; participants' learning; organizational support and change; participants' use of new knowledge and skills; and, students' learning outcomes.
The article also addresses the common misconceptions of educators on professional development evaluation.
Other topics include: concept of evaluation, information on several professional development activities for educators, and aspects of professional development. |
| ISSN: |
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0013-1784 |
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Comparing school improvement programmes in England and Canada. |
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School Leadership & Management. (2000). Vol. 20. Issue 1, Pages 31-43. |
| Author(s): |
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Harris, Alma; Young, Jon |
| Abstract: |
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This journal article provides a comparison of two well-established school improvement programmes in England and Canada.
The Improving the Quality of All Project (IQEA) in England and the Manitoba School Improvement Programme (MSIP) in Canada have each demonstrated considerable success in their work with schools.
The article traces the development of IQEA and MSIP and analyses their different approaches to school improvement.
This comparative analysis reveals that there are common elements that the two programmes share.
The comparison shows that improvement programs are effective because of their ability to encourage teacher collaboration within schools and to foster professional learning communities. |
| ISSN: |
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1363-2434 |
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Certified and classified personnel. |
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Educational Administration Abstracts. (2000). Vol. 35. Issue 2, Pages 166-174. |
| Author(s): |
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Authors |
| Abstract: |
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This journal article presents several articles on school personnel management.
The article includes information about: middle management in schools; the varied perceptions about policy development and leadership held by subject area leaders in England; and, the process of re-culturing and restructuring secondary schools in Ontario. |
| ISSN: |
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0013-1601 |
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BOOKS
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| Title: |
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Effective professional development schools. |
| Source: |
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Wiley, John & Sons, Incorporated. (1999). Pages 294. |
| Author(s): |
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Clark, Richard W |
| Abstract: |
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This book explores the popularity of professional development schools and their expanding roles in educating teachers and promoting school improvement.
Effective Professional Development Schools describes the criteria for establishing quality professional development schools, the policies and financial arrangements needed to sustain them, and ways to evaluate their effectiveness.
This book provides practical guidance and explores some of the key concepts that need to be considered by school-and university-based educators as they work together in professional development school settings. |
| ISBN: |
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0-787-94562-5 |
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| Title: |
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What it takes to be a teacher: The role of personal and professional development. |
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Heinemann. (2001). Pages 180. |
| Author(s): |
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Freppon, Penny A. |
| Abstract: |
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Six contributions from Freppon and other teachers illustrate the relationship between the personal and professional development of teachers.
Each chapter shows how individual teachers have developed effective teaching practices in a variety of elementary classroom settings.
Topics include the ways teachers learn, the writing process, and teaching with respect. |
| ISBN: |
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0-325-00371-8 |
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| Title: |
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Professional development for cooperative learning: Issues and approaches. |
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New York: State University of New York Press. (1998). Pages 335. |
| Author(s): |
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Brody, Celeste M.; Davidson, Neil |
| Abstract: |
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This book has two main purposes: first, to enable educators to make informed decisions and choices about selecting, implementing, and evaluating cooperative learning models in reference to the differences and diversity of goals among professionals in school communities; and second, to consider the goals of teachers'professional development in the context of organizational reforms in ways that foster systemic school change, such as, the development of learning communities.
The authors encourage professional development that goes beyond inservice workshops to include multi-year development and support for teachers.
Brody and Davidson focus on the linkage between professional development and systemic changes, and discuss the successes, failures, and challenges encountered in the process. |
| ISBN: |
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0-791-43850-3 |
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| Title: |
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Early Professional Development for Teachers. |
| Source: |
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David Fulton. (2001). Pages 356. |
| Author(s): |
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Banks, Frank; Mayes Anne S |
| Abstract: |
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Professional development early in teachers' careers has recently been recognized throughout the United Kingdom as a key area for improving the quality of teaching and learning in schools.
All teachers need support to move from novice to expert.
The books presents a range of approaches beginning teachers can use to become expert practitioners.
Included are practical strategies for investigating classrooms, ideas about teaching and learning, and key debates concerning professional development, all selected with the aim of moving classroom practice forward.
This book offers teachers the opportunity to explore the latest debates on professional development, and provides practical tips for use in the classroom.
It is a rich resource for those teachers committed to developing their teaching practice to the benefit of their pupils. |
| ISBN: |
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1-853-46792-8 |
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| Title: |
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Teacher portfolio: A strategy for professional development and evaluation. |
| Source: |
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Scarecrow Press, Inc. (1996). Pages 140. |
| Author(s): |
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Green, James E; Smyser, Sheryl O'Sullivan |
| Abstract: |
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This book follows three very different teachers through the process of creating a reflective teacher portfolio.
Teachers, peer mentors and administrators alike will appreciate the way the book outlines the basics of portfolio development.
With this book, you can turn your portfolio into a powerful tool for self-assessment as well as a tangible record of your teaching capabilities. |
| ISBN: |
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1-566-76371-1 |
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