The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement

2010 ◽  
Vol 26 (8) ◽  
pp. 1598-1608 ◽  
Author(s):  
Catherine D. Bruce ◽  
Indigo Esmonde ◽  
John Ross ◽  
Lesley Dookie ◽  
Ruth Beatty
Keyword(s):  
Student Achievement ◽  
Teacher Efficacy ◽  
Professional Learning ◽  
Teacher Professional Learning ◽  
Teacher Professional

Improving Teacher Professional Learning

2021 ◽  
pp. 147-166
Author(s):  
Addie Kelley
Keyword(s):  
Student Achievement ◽  
Professional Learning ◽  
School Administrators ◽  
Early Career ◽  
Teacher Professional Learning ◽  
Effective Teacher ◽  
Early Career Teachers ◽  
District Leaders ◽  
Teacher Professional ◽  
Career Teachers

This chapter examines the role of effective teacher professional learning as a support for early career teachers. It establishes the importance of teacher professional learning as a mechanism of increasing student achievement and investigates traditional professional development models' ineffectiveness. This chapter also includes a discussion of the merits of the cycle of inquiry model of teacher professional learning and explores the need to develop teachers as whole persons. The author identifies effective professional learning for teachers and asserts best practices for school administrators, district leaders, decision-makers, and other stakeholders to design and implement effective teacher professional learning that ultimately increases student achievement. This chapter concludes that cycles of inquiry that develop the whole teacher will enhance teacher professional learning and offer the greatest and most effective support for early career teachers.

School Leadership and Pedagogical Reform

2015 ◽  
pp. 103-131 ◽  
Author(s):  
Shirley O'Neill
Keyword(s):  
Student Achievement ◽  
School Leadership ◽  
Professional Learning ◽  
School Change ◽  
Teacher Professional Learning ◽  
Teachers And Students ◽  
Teacher Professional ◽  
Pedagogical Reform ◽  
Use Of Assessment

This chapter explores the journey of one Australian primary school that participated in an internationally renowned school revitalization project, where the nature and quality of leadership and results of change are able to achieve and sustain pedagogical reform and improve and enhance student achievement. It illuminates the nature of school change and examines its impact on pedagogy and learning. Through mapping a school's journey and a focus on research, changes in practices such as use of frameworks and protocols, teacher professional learning, and the compilation and use of assessment data are explored, as are the vital roles of both teachers and students in achieving change. The inclusion of students in the process, combined with leadership in school-wide pedagogy, is shown to have contributed to building students' capacity for learning besides that of teachers to implement a school-wide approach to pedagogy.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

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