Learning about English learners: teachers’ and leaders’ perceptions of effective professional development

Principals need and require specific professional development that is rigorous, effective, and aligned to professional leadership standards and effective professional development constructs. This case study examined the professional development strategies, and practices, used by school districts and their alignment to the California Professional Standards for Educational Leaders (CPSEL) and effective professional development constructs. School district administrators and principals representing the Southern San Joaquin Valley, a predominantly rural area of California, participated in this research via interviews and focus groups. This research is critical as rural areas are often underrepresented in educational research. The findings indicate a lack of intentional alignment of principal professional development with professional standards and professional development constructs. The findings call for districts to take an intentional approach to principal development that is aligned with these frameworks to ensure principals are provided with effective and rigorous support for their educational leadership, growth, and development.

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Evaluating and Funding the Professional Development Program

Technology Integration and Foundations for Effective Leadership ◽

10.4018/978-1-4666-2656-0.ch012 ◽

2012 ◽

pp. 206-226 ◽

Cited By ~ 1

Author(s):

Christine L. Mark

Keyword(s):

Professional Development ◽

Learning Environment ◽

Economic Crisis ◽

Development Program ◽

Student Learning Outcomes ◽

Professional Development Program ◽

Development Programs ◽

Budget Cuts ◽

Effective Professional Development ◽

Professional Development Programs

Professional development programs must have an organized process of evaluation, either formally or informally. The evaluation needs to be delivered in both micro and macro settings. In the micro setting, the evaluator monitors the overall atmosphere of the learning environment and the performance of the participants while training is taking place. In the macro setting, which consists of the teacher’s classroom, the evaluation needs to determine whether the teacher is actually using the knowledge gained during professional development to improve /impact student learning outcomes. In order for professional development to be effective, professional development programs should never be delivered and then forgotten. Further, locating funding and support are important due to the state of economic crisis and budget cuts. School districts have to look for creative ways to fund and support successful professional development programs. Some of these include developing technology resource centers, looking for federal and state funds, and looking toward individuals and corporations to help support and fund programs.

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Designing a Professional Development Program

Technology Integration and Foundations for Effective Leadership ◽

10.4018/978-1-4666-2656-0.ch010 ◽

2012 ◽

pp. 171-189

Author(s):

Amy Payne

Keyword(s):

Professional Development ◽

Technology Use ◽

Development Program ◽

The United States ◽

Professional Development Program ◽

Development Programs ◽

Effective Professional Development ◽

The World ◽

Professional Development Training ◽

Professional Development Programs

Professional development is an essential aspect of any career. Many professions have minimum standards or requirements of training each year to maintain a license and/or job. This chapter outlines the necessary components for effective professional development training in terms of technology use, and examines some reasons why certain professional development programs may be ineffective. The chapter also discusses ways to assess the overall efficiency of a professional development program and highlight some outstanding professional development programs/practices in existence. A comparison between professional development practices performed in the United States with other countries around the world is provided to offer an understanding how professional development can vary depending upon culture.

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The Impact of New Technologies on Professional Development

Technology Use and Research Approaches for Community Education and Professional Development ◽

10.4018/978-1-4666-2955-4.ch003 ◽

2013 ◽

pp. 40-52

Author(s):

Sarah T. Meltzer

Keyword(s):

Professional Development ◽

Student Achievement ◽

21St Century ◽

New Technologies ◽

Effective Professional Development ◽

The Past ◽

New Learning ◽

Specific Activities ◽

The Impact ◽

Support Students

Professional development in schools is not a new concept; however, the impact of new technologies in the past two decades has shown it is important to incorporate research-based strategies in order to be effective. While strategies for curriculum-focused trainings may have been effective in the past, technology-focused training must take a different approach in the 21st century. Effective professional development will positively impact student achievement and is critical for sustainable school reform. This chapter addresses the importance of developing a new learning environment conducive to supporting professional development in technology. Key strategies necessary to support students’ needs in the 21st century are explained. Without an emphasis on specific activities and opportunities throughout the phases of planning and implementation, professional development will not be sustainable and student achievement will not be impacted.

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ABCs and PCs

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch105 ◽

2014 ◽

pp. 1831-1834

Author(s):

Cory Cooper Hansen

Keyword(s):

Professional Development ◽

Student Engagement ◽

Elementary Teachers ◽

Teaching Practices ◽

Leadership Skills ◽

Content Area ◽

Knowledge And Skills ◽

Effective Professional Development ◽

Integrated Technology ◽

Content Area Instruction

Effective professional development holds the power to transform teaching practices that invigorate teachers and increase student engagement. Arizona Classrooms of Tomorrow Today (AZCOTT) was one such experience. Eighteen elementary teachers completed a yearlong, rigorous, sixty-hour workshop experience that focused on integrating technology in content area instruction. Participants integrated technology effectively, began to develop leadership skills, and experienced changes in attitude, beliefs, knowledge, and skills as technology influenced existing curricula.

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Evaluating and Funding the Professional Development Program

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch097 ◽

2014 ◽

pp. 1685-1705

Author(s):

Christine L. Mark

Keyword(s):

Professional Development ◽

Learning Environment ◽

Economic Crisis ◽

Development Program ◽

Student Learning Outcomes ◽

Professional Development Program ◽

Development Programs ◽

Budget Cuts ◽

Effective Professional Development ◽

Professional Development Programs

Professional development programs must have an organized process of evaluation, either formally or informally. The evaluation needs to be delivered in both micro and macro settings. In the micro setting, the evaluator monitors the overall atmosphere of the learning environment and the performance of the participants while training is taking place. In the macro setting, which consists of the teacher's classroom, the evaluation needs to determine whether the teacher is actually using the knowledge gained during professional development to improve /impact student learning outcomes. In order for professional development to be effective, professional development programs should never be delivered and then forgotten. Further, locating funding and support are important due to the state of economic crisis and budget cuts. School districts have to look for creative ways to fund and support successful professional development programs. Some of these include developing technology resource centers, looking for federal and state funds, and looking toward individuals and corporations to help support and fund programs.

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Towards Excellent Teaching Engagement

Preparing the Next Generation of Teachers for 21st Century Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-4080-9.ch001 ◽

2018 ◽

pp. 1-16 ◽

Cited By ~ 2

Author(s):

Siew Fun Tang ◽

Gee Gee Liew

Keyword(s):

Professional Development ◽

Student Success ◽

Learning Experience ◽

Feedback System ◽

Self Reflection ◽

Effective Professional Development ◽

Excellent Teaching ◽

Short Period ◽

Approach To Teaching

The teaching engagement scale (TES) is a 360° evaluation and feedback system designed to identify areas for professional development towards improving the student learning experience. It incorporates two unique approaches: (1) it measures engagement instead of module content satisfaction, and (2) it incorporates the feedback from students, the self (reflection), peer and superior. This innovative approach to teaching feedback produces a balanced, specific, and data-driven identification of strengths and areas of improvement that the teacher can use for effective professional development. When professional development is effective, it leads to higher quality teaching, which is vital for student success. As a result of the use of the TES, Taylor's University has seen an improvement in the quality of engagement over a short period of time.

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Aligning Effective Professional Development and Online Learning

Handbook of Research on Teacher Education and Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1067-3.ch024 ◽

2017 ◽

pp. 428-440 ◽

Cited By ~ 1

Author(s):

Aimee L. Morewood ◽

Julie Ankrum ◽

Allison Swan Dagen

Keyword(s):

Professional Development ◽

Online Learning ◽

Conceptual Framework ◽

Community Of Inquiry ◽

Effective Professional Development ◽

Learning Contexts ◽

Online Tools ◽

Asynchronous Online Learning ◽

Constructivist Perspective ◽

Research Based Practices

The focus of this chapter is an exploration of the intersection between widely acknowledged and implemented research-based practices for effective PD and a conceptual framework for effective online learning and engagement called the Community of Inquiry (CoI) (Garrision, Anderson, & Archer, 2000). A social constructivist perspective is used to align the characteristics of effective PD (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Beyond the alignment of these two conceptual frameworks, practical examples of online tools are discussed for both synchronous and asynchronous online learning contexts within this chapter.

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Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

Intercultural Responsiveness in the Second Language Learning Classroom - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2069-6.ch011 ◽

2017 ◽

pp. 181-201 ◽

Cited By ~ 2

Author(s):

Alina Slapac ◽

Kim H. Song ◽

Cynthia C. Chasteen

Keyword(s):

Professional Development ◽

English Language Learners ◽

Language Learners ◽

English Learners ◽

Dual Language ◽

English Language ◽

Linguistic Competence ◽

Focus Group Interviews ◽

Field Notes ◽

Group Interviews

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

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