By Susan Loucks-Horsley, Katherine E. Stiles, Susan E. Mundry, Nancy B. Love, Peter W. Hewson
The vintage advisor for designing powerful technology and arithmetic expert improvement programs!
This accelerated variation of 1 of the main extensively brought up assets within the box improvement for arithmetic and technological know-how educators demonstrates the way to layout expert improvement reviews for academics that bring about stronger scholar studying. providing an up-to-date specialist improvement (PD) making plans framework, the 3rd variation of the bestseller displays fresh study on PD layout, underscores how ideals and native components can impact PD layout, illustrates a variety of PD suggestions, and emphasizes the significance of:
- Continuous application monitoring
- Combining options to handle different needs
- Building cultures that maintain learning
Read Online or Download Designing Professional Development for Teachers of Science and Mathematics PDF
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Extra resources for Designing Professional Development for Teachers of Science and Mathematics
To support this vision of science and mathematics teaching, learning, and professional development, what kind of an organization do we need to be? 1 can contribute to developing a shared vision for education in schools, but it is important to keep in mind that this is not just a one-time, linear process. Designers may not get everyone on the same page before they need to move ahead. It is important to start the process and then move ahead, revisiting these questions at different points. Very often, the shared vision and commitment to creating an educational environment that is based on research and the standards is generated over time as teachers engage in professional development experiences.
Goals for student learning. The driving force behind a professional development program is a small number of specific, attainable, and measurable student learning goals.
Rather than models, these 16 strategies are the palette from which professional developers can select and blend individual colors to give life and form to their professional development programs. Each of the clusters and strategies is further described in Chapter 5. For each cluster, we provide a discussion of the underlying assumptions that are foundational to the strategies within the grouping and the implementation requirements for the cluster of strategies. Each strategy is then illustrated through a vignette, followed by discussion of the key elements, the way in A Framework for Designing Professional Development 29 which the strategy addresses specific intended outcomes, suggestions for combining with other strategies, reflections on the issues to consider, and a list of resources to gain more in-depth information about the strategy and how to implement it within a program.