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A national survey of more than 800 teachers found that these teachers' top reason for participating in professional development is to bolster their ability to help students learn; almost 3 in 4 said they engage in professional growth to improve student achievement; and a majority (55 percent) said they participate in professional development to improve their teaching skills. This report explores the conditions and policies needed to incorporate teachers' learning into their daily work in the schools. It identifies the incentives, processes, policies, and structures that support wise, shared decisions about teachers' own learning and that of their colleagues so that they will be better able to serve their students. The research base is clear for both beginning and experienced teachers: sustained teacher learning connects directly with student results. Findings from this study indicate that providing for effective professional development requires: (1) flexible scheduling; (2) extended school year for teachers; (3) school-based professional development; (4) standards and accountability; (5) balancing individual teachers' and school needs for learning; (6) peer assistance and review; (7) expanded role for teachers; and (8) induction of teachers. Two appendices provide the sources of this report and a list of other organizations. (Contains 297 references.) (JLS)

Descriptors: Elementary Secondary Education, Financial Support, Inservice Teacher Education, Mentors, Partnerships in Education, Professional Development, Public School Teachers, Standards, Teacher Collaboration, Teacher Competencies, Teacher Improvement

National Foundation for the Improvement of Education, 1201 16th Street, N.W., Washington, DC 20036-3207.









Autor: Renyi, Judith

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11221&id=ED401251



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