Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Monthly Update sign up
Mailing List signup
Search
MENU
   Home

The Missing Link

 

Teacher-TalkMissingLink

From: Theodore J. Gardella (tgardell@remc12.k12.mi.us)
Date: Thu Dec 21 2000 - 11:26:45 EST

  • Next message: Adam Kernan-Schloss: "[Teacher-Talkmissinglink] nrc study on math teaching"

    Adam - thank you so much for this email - it comes at a great time!
    Ted Gardella
    K-12 Mathematics and Science Coordinator
    Battle Creek Public Schools
    3 W. VanBuren Street
    Battle Creek, Michigan 49017

    Adam Kernan-Schloss wrote:

    > I thought Missing Link viewers might be interested in the following
    > new professional development report and tool kit from the US
    > department of education. Adam Kernan-Schloss, Project Director
    >
    >
    > ===========================================================
    > Professional Development Falls Short of Improving Teaching;
    > Riley Offers Toolkit to Improve Efforts (December 18, 2000)
    > http://www.ed.gov/PressReleases/12-2000/121800.html
    > ===========================================================
    >
    > High-quality professional development that is long-term, aligned
    > with district & school goals, focused on knowledge in a specific
    > subject, & actively engages groups of teachers in learning new
    > skills & knowledge can have a significant impact on the quality
    > of teaching, a new report from the U.S. Department of Education
    > shows.
    >
    > According to the report, "Does Professional Development Change
    > Teaching Practice?," most schools & districts do not know how to
    > implement high-quality professional development activities & lack
    > sufficient resources to start & sustain effective, long-term
    > programs.
    >
    > U.S. Secretary of Education Richard W. Riley said that in
    > response to the need to better design & run professional
    > development activities, every school district will receive a
    > toolkit, developed by the Department, along with federally funded
    > North Central Regional Educational Laboratory & Mid-Continental
    > Regional Education Laboratory.
    >
    > "Using lessons learned from the Department's outstanding Model
    > Professional Development Program award winners, this user-friendly
    > toolkit walks administrators through the processes of
    > designing, implementing, evaluating & improving professional
    > development," Riley said. "These schools & districts know what
    > works & the toolkit will help others implement effective
    > professional development practices.
    >
    > Among the report's primary findings:
    >
    > * Professional development that is focused on specific,
    > higher-order teaching strategies -- for instance, teaching
    > students analytical & problem-solving skills by using
    > technology to analyze statistics -- increases teachers' use
    > of those strategies in the classroom.
    >
    > * The average teacher does not experience a long-term, high-
    > quality professional development program -- the type of
    > program that has the potential for fostering significant &
    > lasting change in teacher quality.
    >
    > * In the 3 years of the study, there was little change in
    > overall teaching practice. This is not surprising, the
    > authors concluded, given the generally usual low-quality &
    > inconsistent nature of professional development.
    >
    > The study concluded:
    >
    > * Time constraints are a major obstacle to quality programs.
    > Most teachers already lack sufficient planning & preparation
    > time for their classes & it is hard for teachers to find
    > additional time to take part in sustained professional
    > development. Schools & districts often must choose between
    > higher-quality programs for fewer teachers & less focused &
    > sporadic development for more teachers. At least some
    > teachers participate in high-quality development some of the
    > time, the study found, & quality of professional development
    > varies within schools.
    >
    > * Reallocation of resources can help increase sources of
    > funding, but without more resources, schools & districts
    > ultimately must choose between quality & quantity.
    >
    > * Schools often lack the infrastructure & knowledge of what
    > works to implement effective professional development. To
    > translate needed reforms into practice, schools & districts
    > need information & guidance on the characteristics &
    > conditions that can help them provide high-quality
    > professional development.
    >
    > The report was commissioned by Department's Planning & Evaluation
    > Service & prepared under contract by the American Institutes for
    > Research. The focus was on activities funded by the Eisenhower
    > Professional Development Program & other sources from 1996-99.
    > The Eisenhower Program is the federal government's largest
    > investment in developing the knowledge & skills of classroom
    > teachers. The program provides funds through state education
    > agencies to school districts, & through state agencies for higher
    > education to institutions of higher education & nonprofit
    > organizations. These funds primarily support professional
    > development in mathematics & science.
    >
    > The full report & the toolkit are at:
    > http://www.ed.gov/offices/OUS/PES/school_improvement.html#subepdp1
    > http://www.ncrel.org/pd/toolkit.htm
    >
    > --
    > Adam Kernan-Schloss
    > KSA-Plus Communications
    > 2200 Clarendon Blvd., Suite 1102
    > Arlington, VA 22201
    > adam@ksaplus.com
    > www.ksaplus.com

    _______________________________________________
    Teacher-Talkmissinglink mailing list
    Teacher-Talkmissinglink@learner.org
    http://www.learner.org/mailman/listinfo/Teacher-Talkmissinglink

    The Annenberg Channel respects your privacy, and your right to decide what types of email you wish to receive. You may un-subscribe from our mailing lists using the online form at the above URL. If you have difficulty using this form, please send email to Teacher-Talkmissinglink-admin@learner.org and our mailing list administrator will assist you.



    Teacher-TalkMissingLink Main Page

    Return to Top

  •  

      Registration  |  Graduate Credit  |  Other Workshops Purchase Videos  |  Broadcast Schedule


    © Annenberg Foundation 2014. All rights reserved. Legal Policy