scholarly journals Professional development and ESL teacher quality: An empirical study

2021 ◽  
Vol 1 (2) ◽  
pp. 51
Author(s):  
K. R. W. K. Abeywickrama
Keyword(s):  
Professional Development ◽  
Empirical Study ◽  
Teacher Quality

School administrators’ direct and indirect influences on middle school math teachers’ turnover

2019 ◽  
Vol 57 (6) ◽  
pp. 708-730
Author(s):  
Christopher Redding ◽  
Laura Neergaard Booker ◽  
Thomas M. Smith ◽  
Laura M. Desimone
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
Teacher Quality ◽  
New Teachers ◽  
Teacher Turnover ◽  
Administrative Support ◽  
Professional Community ◽  
Teaching Quality ◽  
Content Type ◽  
Turn Over

Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality. Practical implications Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development. Originality/value The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.

The Use of Instructional Coaching and Analogy to Enhance STREAM Professional Development for Teacher Quality Improvement

2019 ◽  
pp. 95-120
Author(s):  
Otto Carl Wilson Jr. ◽  
Seidah Armstrong
Keyword(s):  
Professional Development ◽  
Quality Improvement ◽  
Teacher Quality ◽  
Instructional Coaching ◽  
Full Potential ◽  
Grant Program ◽  
The Us ◽  
Seed Funding ◽  
Initial Seed ◽  
Key Aspects

The design, implementation, and continuous improvement of professional development (PD) is a key component to address inherent challenges in helping our urban schools achieve their full potential for STREAM (STEM with integrated reading and arts) learning. While there are many types of PD, instructional coaching is one of the most promising strategies that can address both teacher and student needs on multiple levels. The DC FUSION STREAM PD Consortium was formed in 2017 with initial seed funding from the US Department of Education's Teacher Quality Improvement Grant Program. In this chapter, key aspects of the DC FUSION STREAM PD Consortium are described in the context of analogies for enhanced STREAM PD and how a broader view and implementation of instructional coaching can be used to transform teacher practice and effectiveness and elevate student achievement.

Close the Achievement Gap With Professional Development

2020 ◽  
Vol 3 (1) ◽  
pp. 88-101 ◽  
Author(s):  
Ying Wang ◽  
Duane Shuttlesworth
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Teacher Quality ◽  
Mississippi Delta ◽  
Critical Role ◽  
Reading Teachers ◽  
Pedagogical Practice ◽  
Summer Reading ◽  
Left Behind ◽  
Academic Year

Professional development of teachers and the role it plays in improving teacher quality is a topic of considerable interest. The authors of this study examined the effectiveness of professional development (PD) to improve the quality of teaching for 21 reading teachers participating in a No Child Left Behind Summer Reading Institute. Data collection occurred over the four-week period of the Institute and two follow up sessions during the academic year 2017-2018. Data evaluation was both quantitative and qualitative in nature. The results suggest that PD helped this group of Mississippi Delta reading teachers improve in both content knowledge and pedagogical practice. The authors conclude that such PD plays a critical role in improving teacher quality from the underrepresented and underserved areas of the Mississippi Delta. Future studies could investigate the direct effects of PD programs such as that offered by the Institute on participating teachers students' learning outcomes.

Teacher quality, professionalism and professional development: findings from a European project

2013 ◽  
Vol 17 (4) ◽  
pp. 431-447 ◽  
Author(s):  
Gillian Hilton ◽  
Maria Assunção Flores ◽  
Laila Niklasson
Keyword(s):  
Professional Development ◽  
Teacher Quality ◽  
European Project

Impact of Online Professional Development or Teacher Quality and Student Achievement in Fifth Grade Mathematics

2012 ◽  
Vol 45 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Sheralyn Dash ◽  
Raquel Magidin de Kramer ◽  
Laura M. O’Dwyer ◽  
Jessica Masters ◽  
Michael Russell
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Quality ◽  
Online Professional Development ◽  
Fifth Grade

scholarly journals UNIVERSAL PATHOGENICITY OF AUTHORITARIAN FOCUS IN PEDAGOGUES’ PROFESSIONAL COMMUNICATIONS

2018 ◽  
Vol 1 (8) ◽  
pp. 60 ◽  
Author(s):  
Tetiana Dziuba ◽  
Iryna Zvyagolskaya Zvyagolskaya
Keyword(s):  
Professional Development ◽  
Occupational Health ◽  
Empirical Study ◽  
Well Being ◽  
Health State ◽  
Emotional Experiences ◽  
Psychological Well Being ◽  
Education Process

<p>The paper examines the specificity of authoritarian focus in pedagogues’ professional communications, which can be the source of psychological traumatisation, provoke the development of health deviations among the participants of education process, causing the emergence of functional and chronicle diseases. It is observed, that the authoritarian focus under the conditions of stressful professional reality creates “chronicle” psycho-traumatic atmosphere in professional communications of employee and can provoke emergence of negative emotional experiences (psychogeneses). Important aspect of examined problem is the fact, that authoritarian interactions in activities (learning, professional) can be the reason for emergence of children's didactic geneses and development of neuroses. Pedagogue’s sensibility to the demonstrations of authoritarianism points out the undeveloped readiness to build effective professional pedagogical communications, which can become the source of traumatisation and aggravation of pedagogue’s own didactopathy. The results of empirical study of influence of factor “authoritarianism” on the pedagogues’ occupational health with the author’s technique “Occupational health” are presented. The observed correlation tendencies indicate the phenomenon of authoritarian focus in pedagogue’s professional communications, that’s why the authoritarianism syndrome can be the serious barrier for the progressive professional development of the specialist, the ruining factor to the professional communications, which influence the psychological well being and health state of employee. Pedagogue with authoritarian focus of world perception is characterized by the behaviour, which is based on the belief, that using of own status and authority provides the sustaining of hierarchical subordination, control, security and professional stability.</p>

scholarly journals Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study

2021 ◽  
Vol 6 ◽  
Author(s):  
Eric Richter ◽  
Mareike Kunter ◽  
Alexandra Marx ◽  
Dirk Richter
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Teacher Learning ◽  
Content Knowledge ◽  
Teacher Quality ◽  
Large Scale ◽  
High Participation ◽  
Teacher Professional ◽  
Using Data ◽  
The Relationship

This study investigates the relationship between teacher quality and teachers’ engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers’ content knowledge, to determine what characteristics are associated with high participation in PD. The results show that teachers with higher scores for teacher quality variables take part in more content-focused PD than teachers with lower scores for these variables. This suggests that teacher learning may be subject to a Matthew effect, whereby more proficient teachers benefit more from PD than less proficient teachers.

Teacher Quality in Singapore

2019 ◽  
Author(s):  
Sylvia Chong ◽  
Saravanan Gopinathan
Keyword(s):  
Professional Development ◽  
Teacher Quality ◽  
High Performance ◽  
School Level ◽  
Teacher Professionalism ◽  
Evidence Based ◽  
International Assessments ◽  
Entry Requirements ◽  
Implementation Level ◽  
Policies And Practices

Establishing and maintaining teacher quality in Singapore is a process-oriented strategy that requires good policies at the macro level and effective processes at the implementation level. High teacher quality requires rigorous entry requirements, effective evidence-based preparation, and continuous professional development and support at the school level for teacher professionalism. Further adequate compensation and incentives to upskill or reskill are essential. These policies and practices are especially important in this era of challenging pedagogic reform, evolving views of learning and new roles for teachers as learning designers. Teacher policies and practices contribute to the high standing of teachers in Singapore and the consistent high performance of Singapore students in international assessments.

Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades

2020 ◽  
Author(s):  
Shintia Revina ◽  
Rezanti Putri Pramana ◽  
Rizki Fillaili ◽  
Daniel Suryadarma
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Quality ◽  
Education System ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
System Level ◽  
Middle Income ◽  
Factors Affecting ◽  
Teacher Professional

Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.

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