scholarly journals The Council for Public School Improvement: From Coexistence to Collaboration in Professional Development Efforts

1988 ◽  
Vol 15 (3) ◽  
Author(s):  
Anita M. Pankake ◽  
Gerald D. Bailey ◽  
Hal Rowe
Keyword(s):  
Professional Development ◽  
Public School ◽  
School Improvement

scholarly journals Scientific production of nurse clinicians mediated by a research advisory group

2006 ◽  
Vol 14 (3) ◽  
pp. 330-335 ◽  
Author(s):  
Maria Helena Dantas de Menezes Guariente ◽  
Marcia Maria Fontão Zago
Keyword(s):  
Professional Development ◽  
Public School ◽  
Nursing Students ◽  
Human Resources ◽  
Doctoral Program ◽  
Scientific Production ◽  
Advisory Group ◽  
Nursing Research ◽  
Research Projects ◽  
Nurse Clinicians

This study reports on the activities developed within the Nursing Research Nucleus (NUPE) of a public school hospital and the scientific production of nurses during the period from 1999 to 2002. For this purpose, data regarding the preparation of professionals and scientific production during this period were obtained from the primary document sources of NUPE and the Human Resources Advisory Group. Nurses elaborated, alone or in collaboration with nursing students and teachers, 129 research projects, and 151 scientific studies were presented on the occasion of different events, 6 of which received a prize. Sixty-three scientific studies were submitted for publication and 36 were published. During this period, all nurses concluded a specialization course and some of them enrolled for a master's or doctoral program. In conclusion, NUPE boosted the scientific production of the institution, with repercussions on nurses' personal and professional development.

Can we talk about good professional dialogue?

SecEd ◽  
2021 ◽  
Vol 2021 (1) ◽  
pp. 44-45
Author(s):  
Sean Harris
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
Teacher Development

Schools within the Consilium Academies MAT are using professional development discussions to secure school improvement, boost teacher development and ensure that teachers have the opportunity to talk. Sean Harris finds out more

Teacher Collaborative Action Research

2018 ◽  
Vol 28 (2) ◽  
pp. 173-201
Author(s):  
Katherine A. Curry ◽  
Jackie Mania-Singer ◽  
ED Harris ◽  
Shawna Richardson
Keyword(s):  
Professional Development ◽  
Action Research ◽  
School Improvement ◽  
Distributed Leadership ◽  
Professional Practice ◽  
Qualitative Case Study ◽  
Collaborative Action Research ◽  
Improvement Strategy ◽  
Collaborative Action

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.

scholarly journals The Model of Unification and the Model of Diversification of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

2016 ◽  
Vol 6 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Nataliya Mukan ◽  
Iryna Myskiv ◽  
Svitlana Kravets
Keyword(s):  
Professional Development ◽  
Great Britain ◽  
Public School ◽  
Professional Education ◽  
Continuing Professional Development ◽  
Public School Teachers ◽  
School Teachers ◽  
Systematic Analysis ◽  
Analysis And Synthesis ◽  
The Usa

Abstract In the article the theoretical framework of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; presentation and characteristic of two models: the model of unification and the model of diversification of teachers’ professional development in the systems of continuing pedagogical education of Great Britain, Canada and the USA by the dominant traits. Their major components have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: content of public school teachers’ CPD (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD programs (C. Pratt); public school teachers’ CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, А. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

US principals’ sensemaking of the future roles and responsibilities of school principals

2020 ◽  
pp. 174114321989607
Author(s):  
David B. Reid
Keyword(s):  
Public School ◽  
School Improvement ◽  
School Principals ◽  
School Principal ◽  
Policy And Practice ◽  
Public School Principals ◽  
Future Role ◽  
Roles And Responsibilities ◽  
The Future

School principals are fundamentally important to school improvement. Due in part to this importance, the roles and responsibilities of school principals are constantly evolving. To explore leader sensemaking about this phenomenon I conducted 30 interviews with 10 public school principals in the US state of New Jersey during the 2018–2019 school year. Specifically, in this study I asked: (a) What are current public school principals’ predictions of the future role of school principals? and (b) In what way(s) do these predictions shape principals’ thinking about remaining in the profession? The findings of this work indicate: (a) principals believe the future of the school principal will focus heavily on safety and security; (b) principals believe the future of the role will include an increased emphasis on supporting student and teacher emotion and mental health; and (c) principals believe their future role as a school leader will evolve in how they interact with parents/guardians. Finally, an analysis of data shows in some cases how principals make sense of the future of the profession shapes their thinking about remaining in or exiting the role of school principal. Implications for policy and practice are discussed.

scholarly journals Organizational building versus teachers’ personal and relational needs for school improvement

2020 ◽  
pp. 136548022097287
Author(s):  
Mette Liljenberg ◽  
Ulf Blossing
Keyword(s):  
Public School ◽  
School Improvement ◽  
Collaborative Research ◽  
Research Team ◽  
School Leaders ◽  
School Organization ◽  
School Leader ◽  
Research Project ◽  
Critical Aspects

Organizational building is essential if school leaders are to promote school improvement, but it can be difficult to combine with school leaders’ requirements to satisfy teachers’ personal and relational needs. The the aim of this study is to explore critical aspects when combining organizational building with requirements to satisfy teachers’ personal and relational needs in efforts to strengthen improvement capacity. The paper draws on a 3-year collaborative research project between a research team at a Swedish university and a municipality. It is based on data acquired in 137 interviews with 535 respondents in 28 public school and preschool units. The results highlight the importance of combining organizational building with efforts to improve teachers’ understanding of, motivation to promote, and adaptation to, the goals of the school organization. The significance of the study lies in clearly distinguishing the need to link organizational building and requirements to meet teachers’ personal and relational needs. Continually telling the story of the school and thus enabling teachers to personally connect to the improvement history is suggested as an innovative school leader strategy.

Learning Transfer: The Missing Linkage to Effective Professional Development

2020 ◽  
Vol 23 (3) ◽  
pp. 32-47
Author(s):  
Corinne Brion
Keyword(s):  
Professional Development ◽  
Middle School ◽  
School Improvement ◽  
Learning Transfer ◽  
Educational Leaders ◽  
Multidimensional Model ◽  
Effective Professional Development ◽  
American Schools

This case study illustrates the perspectives of leaders and teachers regarding professional development and learning transfer as they relate to school improvement. The case study is set in a Midwestern middle school that is representative of many other American schools. It encourages future administrators to participate in meaningful conversations about effective professional development and learning transfer. The hope is to better understand how school leaders can plan, assess, and follow up post professional development events using a Multidimensional Model of Learning Transfer (MMLT). The case poses questions designed to prepare educational leaders to provide effective professional development for their teachers.

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