An Alternative Professional Development Program: Lessons Learned

2006 ◽  
Vol 54 (3) ◽  
pp. 275-280 ◽  
Author(s):  
Michelle Erklenz-Watts ◽  
Theresa Westbay ◽  
Eileen Lynd-Balta
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Lessons Learned ◽  
Professional Development Program

Lessons Learned Through Our Climate Change Professional Development Program for Middle and High School Teachers

2008 ◽  
Vol 29 (6) ◽  
pp. 500-511 ◽  
Author(s):  
Roberta M. Johnson ◽  
Sandra Henderson ◽  
Lisa Gardiner ◽  
Randy Russell ◽  
Dennis Ward ◽  
...  
Keyword(s):  
Climate Change ◽  
Professional Development ◽  
High School ◽  
High School Teachers ◽  
Development Program ◽  
Lessons Learned ◽  
Professional Development Program ◽  
School Teachers

Lessons Learned from Designing and Implementing a Three-Year Professional Development Program

2017 ◽  
pp. 415-427
Author(s):  
Jennifer V. Jones ◽  
Cecilia C. Arias
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Professional Learning ◽  
Development Program ◽  
Lessons Learned ◽  
Professional Development Program ◽  
Upper Elementary ◽  
Revision Process ◽  
Initial Design ◽  
Program Components

This chapter highlights a process of creating, revising, and evaluating a professional development (PD) program for in-service upper elementary teachers (grades 3-6), titled the Central New Jersey Partnership to Enhance Mathematics Achievement (CNJ PEMA). Beginning with the research base that informed the initial design of the multi-year program, a description of the program components and implementation, a discussion of the revision process, and lessons learned from formal evaluation (daily feedback forms) and teacher reflections are provided. In particular, attention is focused on how the program sought to include teachers as partners in the creation and revision process as a way to provide them with a voice and choice in their own professional learning.

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

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