Teacher professional development is often promoted as a panacea for
improving schools but it rarely lives up to its promise. This book
develops an approach to professional learning that has motivated
teachers and resulted in impressive improvements in student
learning, particularly for students who traditionally underachieve
in school. As the underpinning research shows, the approach has
proven successful in several countries with consistently positive
outcomes.
The book begins by identifying the shifts that need to happen
for the power of professional learning to be realized in promoting
student engagement, learning and well-being. Some shifts in
thinking include: Moving from professional development to
professional learning Putting student learning at the heart of
professional learning Focusing on the knowledge and skills to be
learned rather than the forms of delivery Focusing on the
double-demand of being both immediately practical and developing
underlying principles so that new problems can be solved in the
future At the heart of the book is an inquiry and knowledge
building cycle for teachers that is central to realizing the power
of professional learning. The cycle is underpinned by research on
how people learn and what it means to be a professional. Later
chapters identify what leaders in schools and beyond can do to
support teacher learning in ways that directly benefit students.
Throughout the book there are case examples of real experiences of
primary and secondary teachers and leaders across three countries
(UK, Canada and New Zealand) that bring alive what it means to
engage in professional learning in ways that excite teachers and
benefit their students.
This is essential reading for teachers who want to take control
of their own professional learning in ways that make a difference
to their students and school leaders with responsibility for
promoting professional and student learning.
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