Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Additional Resources

Additional Resources

Web Resources

Creating a Knowledge Base for Teaching: A Conversation with James Stigler
http://www.ascd.org/publications/educational-leadership/mar02/vol59/num06/Creating-a-Knowledge-Base-for-Teaching@-A-Conversation-with-James-Stigler.aspx
Advocates professional development that is site-based, long-term, and directly related to teacher practice

Critical Friends
http://www.ascd.org/publications/educational-leadership/mar02/vol59/num06/Critical-Friends.aspx
Describes how examining student work can enhance teaching

National Board for Professional Teaching Standards
http://www.nbpts.org/
The National Board’s influential teaching standards, including early adolescent generalist standards

Reflective Practice and Professional Development
http://www.fgse.nova.edu/edl/secure/mats/rdgelach2.pdf
A digest that reviews the concept, levels, techniques for, and benefits of reflective practice

Print Resources

Hall McEntee, Grace, Appleby, Jon, & Dowd, Joanne. At the Heart of Teaching: A Guide to Reflective Practice (The Series on School Reform). New York : Teachers College Press, 2003. ISBN: 0807743488

This book delves into reflection as a concept and provides specific, replicable tools for professional practice.

McDonald, Joseph P, Mohr, Nancy, & McDonald, Elizabeth C. The Power of Protocols: An Educator's Guide to Better Practice (The Series on School Reform). New York : Teachers College Press, 2003. ISBN: 0807743615

This book describes nearly 30 protocols or "scripts" for conducting meetings, conversations, and other learning experiences among educators.

Sommers, William, Montie, Jo, & York-Barr, Jennifer. Reflective Practice to Improved Schools: A Guide for Educators. Thousand Oaks , Calif. : Corwin Press. 2001. ISBN: 0761977635

The book provides a framework and strategies for supporting educators to continuously and meaningfully reflect on their practice—by themselves and with their colleague – to create schools in which both students and adults continually learn.

 

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