Clemson University's Teacher Learning Progression Program

2022 ◽  
pp. 313-334
Author(s):  
Luke J. Rapa ◽  
Jeff C. Marshall ◽  
Stephanie M. Madison ◽  
Christopher Flathmann ◽  
Bart P. Knijnenburg ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Recommender System ◽  
School Science ◽  
Lessons Learned ◽  
Learning Progression ◽  
Future Directions ◽  
System A ◽  
Support Teacher ◽  
Context Specific

This chapter provides an overview of Clemson University's Teacher Learning Progression program, which offers participating middle school science, technology, engineering, and/or mathematics (STEM) teachers with personalized advanced credentials. In contrast to typical professional development (PD) approaches, this program identifies individualized pathways for PD based on teachers' unique interests and needs and offers PD options through the use of a “recommender system”—a system providing context-specific recommendations to guide teachers toward the identification of preferred PD pathways and content. In this chapter, the authors introduce the program and highlight (1) the data collection and instrumentation needed to make personalized PD recommendations, (2) the recommender system, and (3) the personalized advanced credential options. The authors also discuss lessons learned through initial stages of project implementation and consider future directions for the use of recommender systems to support teacher PD, considering both research and applied implications and settings.

Improving professional development relationships that support teacher learning

2019 ◽  
Vol 18 (3) ◽  
pp. 365-381
Author(s):  
Danielle Lillge
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Professional Learning ◽  
English Teachers ◽  
Future Research ◽  
Literacy Reform ◽  
Content Type ◽  
Need Support ◽  
The Moment ◽  
Support Teacher

Purpose Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to apply their learning. Refocusing attention on understanding the complex yet critical relationship between professional development (PD) facilitators and teachers offers one explanation. Design/methodology/approach Using a telling case from an interactional ethnography, this paper illustrates how through their language-in-use teachers and facilitators can productively resolve conflicts that, if left unaddressed, can prevent teachers from acting on their professional learning. Findings A set of discursive moves – flagging, naming, soliciting and processing – provide a toolkit for surfacing and successfully resolving conflict in PD interactions. Research limitations/implications These moves offer a way of prioritizing the importance of teacher–facilitator relationships in future research aimed at addressing the longstanding conundrum of how best to support English teachers’ ongoing professional learning. Practical implications Teaching facilitators and teachers how to collaboratively address inevitable conflicts offers a needed intervention in supporting both teacher and facilitator learning. Originality/value Previous research has affirmed that facilitators, like teachers, need support for navigating the complexity of professional learning interactions. This paper offers a language for uncovering why teacher–facilitator interactions can be so challenging for teachers and facilitators as well as ways of responding productively in-the-moment. It contributes to a more capacious understanding of how these relationships shape diverse English teacher learning.

Serving Rural Teachers Using Synchronous Online Professional Development

2010 ◽  
pp. 111-124 ◽  
Author(s):  
Shari L. Stockero
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Teacher Professional Development ◽  
Course Design ◽  
Lessons Learned ◽  
Online Professional Development ◽  
Rural Teachers ◽  
Design And Implementation ◽  
Teacher Professional ◽  
Development Course

This chapter describes the design and implementation of a blended online synchronous teacher professional development course that was developed to meet the needs of rural educators. The author discusses how research on teacher learning influenced both the course design and instruction and then describes course activities and the ways in which the participants engaged in them. Specific features of the course that supported teacher learning are discussed, the instructor’s and participants’ perspectives on the course are shared, and evidence of teacher learning is presented. The chapter concludes with lessons learned and a discussion of potential areas of research related to supporting teacher learning in online environments.

School-Based Professional Development of Teachers

2021 ◽  
pp. 379-394
Author(s):  
Emmanuel Adjei-Boateng ◽  
Joseph E. Cobbinah
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
School Effectiveness ◽  
Learning And Development ◽  
School Based ◽  
Professional Development Of Teachers ◽  
Strategic Role ◽  
Context Specific ◽  
School Heads

School-based professional development of teachers is gradually gaining roots as an effective, relevant, and context-specific alternative to teacher learning and development. Apart from helping to update teachers' knowledge, understanding, and skills, it promotes the establishment of learning communities and for that matter, a community of practice in schools. It is cost-effective and collaborative in approach. This chapter attempts to link school leadership with school effectiveness through the application of school-based professional development of teachers. It is aimed at introducing school heads/principals, especially those in developing countries, to school-based professional development of teachers, as a viable option to teacher learning and development, in terms of its nature, principles and processes, theoretical basis, and models that can be applied in different school contexts. It also examines the strategic role of school heads/principals in promoting the learning community in their schools through the adoption and implementation of school-based professional development of teachers.

Design, implementation and long-term follow-up of a context specific trauma training course in Uganda: Lessons learned and future directions

2020 ◽  
Vol 219 (2) ◽  
pp. 263-268 ◽  
Author(s):  
Sarah J. Ullrich ◽  
Cathy Kilyewala ◽  
Michael S. Lipnick ◽  
Maija Cheung ◽  
Martha Namugga ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Future Directions ◽  
Trauma Training ◽  
Training Course ◽  
Long Term Follow Up ◽  
Context Specific

Taking Stock of Interpretation Research: Where Have We Been and Where are We Heading?

2021 ◽  
pp. 109258722110232
Author(s):  
Marc J. Stern ◽  
Robert B. Powell
Keyword(s):  
Professional Development ◽  
Lessons Learned ◽  
Future Research ◽  
Organizational Studies ◽  
Intergenerational Learning ◽  
Future Directions ◽  
The Past ◽  
Sensitive Topics ◽  
Interpretive Programs ◽  
Evaluating Professional Development

We reviewed all manuscripts published within the Journal of Interpretation Research from 2010 to 2019 to identify lessons learned from the past decade and to propose future directions to advance the field. The last decade of the Journal featured a wide diversity of studies, including evaluations of interpretive programs and trainings, examinations of specific interpretive techniques, and various other related topics. We summarize the decade’s contributions and share lessons learned associated with interpretive techniques; organizational practices; professional development; diversity, equity, inclusion, and justice; visitor characteristics; and motivating attendance at interpretive programs. We then identify eight areas for future research, including: (1) measuring more ambitious outcomes; (2) identifying effective practices for diverse audiences; (3) studying innovations through adaptive management; (4) examining intergenerational learning; (5) evaluating professional development; (6) conducting organizational studies; (7) investigating the politics of interpretation and sensitive topics; and (8) partnering on research for diversity, equity, inclusion, and justice.

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

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