Providing Professional Development
This section provides resources for assisting colleagues in group situations who may be new to teaching, the school, the discipline, or to a change in the practices or curriculum recently instituted by the district, school, or department.
Click on the following issues related to providing professional development to see links and bibliographical references to resources that address those issues.
ISSUE: What resources are available for creating online courses?
The HTMLeZ learning management system
http://learn.aero.und.edu/pages.asp?PageID=21000
HTMLeZ was developed and is supported by the AeroSpace Network (ASN), which is part of the John D. Odegard School Of Aerospace Sciences at the University of North Dakota. HTMLeZ is a Web-based template that allows anyone to quickly and easily create and maintain graphically rich online courses on their own, without learning any HTML. The template is tailored to your needs by the folks at ASN, and they provide technical assistance, too. HTMLeZ is not free. Use the following link to find out more.
Claroline Open Source Collaborative Learning Environment
http://www.claroline.net/
This Web site allows teachers or education institutions to create and administer courses through the Web. It provides group management, forums, document repositories, calendar, chat, assignment areas, links, and user profile administration on a single and highly integrated package. Downloading and using Claroline is completely free of charge.
Moodle Open Source Course Management System (CMS)
http://moodle.org/
This free, software package is designed to help educators create effective online learning communities. You can download and use it on any computer you have handy (including Webhosts), yet it can scale from a single-teacher site to a 40,000-student University.
ISSUE: What materials exist that focus on increasing teachers' understanding of science content?
Essential Science for Teachers
http://www.learner.org/channel/courses/essential/life/
http://www.learner.org/channel/courses/essential/earthspace/
http://www.learner.org/resources/series200.html
These courses are designed to help K–6 teachers gain an understanding of some of the bedrock science concepts they need to teach today’s standards-based curricula. The series of courses includes Life Science, Earth and Space Science, and Physical Science.
Learning Math
http://www.learner.org/channel/courses/learningmath/index.html
These courses are for K–8 teachers. Organized around the content standards developed by the National Council of Teachers of Mathematics (NCTM), the courses cover number and operations; patterns, functions, and algebra; geometry; measurement; and data analysis, statistics, and probability. Their goals are to help teachers better understand mathematics content; to provide engaging explorations of mathematics using video, interactive activities, and problem solving; and to encourage teachers to view mathematics as more than rote sets of rules and procedures.
ISSUE: What professional development materials for trainers of math and science teachers already exist?
Publishers of math and science curriculum offer professional development in many forms, but rarely in packages that local trainers can implement themselves.
Kendall/Hunt Publishing Company
Publishers of Math Trailblazers; Insights; BSCS Science,
T.R.A.C.S
http://www.kendallhunt.com/index.cfm?PID=154&PGI=0
Kendall/Hunt offers professional development in these areas: teacher induction and retention; curriculum implementation; higher-level content area training; lead teacher/mentor training; administrators workshops.
Carolina Biological Supply Company
Publishers of STC Program; Math Out of the Box;
Great Explorations in Math and Science
http://www.carolina.com/workshops/about.asp
Carolina Biological offers independent professional development training for school systems and education-related organizations. One characteristic of their professional development program is the work they do with schools to develop a program tailored to their individual curriculum and state standards.
LAB-AIDS
Providers of Applied Science Concept Kits, which include materials,
student books, and teacher guides.
http://www.lab-aids.com/home/professionaldev.asp
LAB-AIDS offers a variety of professional development services including standards-based teaching and learning; literacy in the science classroom; using educational technology; gifted and talented teaching; students with special needs; assessing student learning; and selected presenters.
The NSTA Institute
NSTA Online Courses
http://learningcenter.nsta.org/products/online_courses/
Online Professional Development for Teachers of Science
http://learningcenter.nsta.org/education_administration.aspx
NSTA Institute Web Seminars
http://learningcenter.nsta.org/products/webseminars.aspx
The NSTA Institute is your professional development gateway, providing science educators with a selection of online and face-to-face learning opportunities year round. Highly regarded provider affiliates conduct the professional development.
ISSUE: How do I find a university that might be interested in partnering with teachers of math and science?
Division of Teacher Quality
South Carolina Department of Education
http://www.scteachers.org/educate/deanlist.cfm
The time, funds, and interest colleges and universities have for partnering with teachers of math and science in their area will change from year to year. Touch base with the head of the education department at your local institution of higher learning once a year or so, to keep the options for partnering open. Some states maintain sites like this one, developed by the South Carolina Department of Education.
ISSUE: What professional development materials currently exist for helping math and science teachers integrate other subjects into their subject?
Elementary Science Integration Projects (ESIP)
http://www.esiponline.org/
The ESIP promote connections between language arts
instruction and inquiry-based science in grades K–8. Project activities
include:
• research on science-related reading and writing
• for-credit-classes
• workshops
• conferences
• professional books and articles
Project staff also maintain a library of science trade books that serve as the basis for an online readers’ advisory called Search It! Science. ESIP programs evidence an appreciation of content knowledge, a regard for student-centered practices, and a respect for teachers’ need to negotiate the complexities of classroom life.
Teachers as Learners: A Multimedia Kit for
Professional Development in Science and Mathematics
Susan Mundry and Kathy Dunne, WestEd. Corwin Press, 2003
http://www.wested.org/cs/we/view/rs/699
ISSUE: How does “lesson study” work as a professional development strategy?
Lesson Study: Teacher-Led Improvement of Instruction
Catherine Lewis, The CSP Connection, 2 (1), September 2001, California
Science Project
http://www.humboldt.edu/~jww12/LESSON%20STUDY-TEACHER-LED%20IMPROVEMENT%20OF%20INSTRUCTION.htm
This article describes lesson study and its benefits and challenges.
Lesson Study: Crafting Learning Together
Northwest Regional Educational
Laboratory, Northwest Teacher, 4 (3), Spring 2003
http://www.nwrel.org/msec/nwteacher/spring2003/index.html
This issue of Northwest Teacher features articles and resources related to lesson study. Click on the links to the left to see individual articles.
Lesson Study: Teachers Learning Together
Northwest Regional Educational
Laboratory, Northwest Teacher, 2 (2), Spring 2001
http://www.nwrel.org/msec/nwteacher/spring2001/index.html
This issue of Northwest Teacher features articles and resources related to lesson study. Click on the links to the left to see individual articles.
Lesson Study Research Group
http://www.tc.edu/centers/lessonstudy/
Information, resources, and networking opportunities to the community of U.S. educators interested in lesson study.
Lesson Study
Mathematics and Science Education Center, Northwest Regional Education
Laboratory
http://www.nwrel.org/msec/lessonstudy/index.html
This Web site provides a description of lesson study, teachers experiences with the process, and resources. Click on the boxes in the middle of the page to access each topic.
Lesson Study: A List of Resources
Teacher Leadership Network, Southeast Center for Quality Teaching
http://www.teacherleaders.org/search/resource/type%3Abiblio+%22lesson+study%22
Links to resources about lesson study.
Lesson Study in Rhode Island
Science and Literacy Integration Project (SLIP), Rhode Island College
http://www.ric.edu/slip/about.htm
This description of the Science and Literacy Integration Project (SLIP) includes a useful discussion of its lesson study component.
Lesson Study: Teachers Learn How to Improve Instruction
Joan Richardson, Tools for Schools, February/March 2004, National Staff
Development Council
http://www.calread.net/documents/summit3/articles/lesson_study.pdf
Seven steps of the lesson study process and four phases of the lesson study cycle.
Lesson Study: A Handbook of Teacher-Led Instructional Change
Catherine Lewis, Research for Better Schools, 2002
http://my.nctm.org/ebusiness/ProductCatalog/product.aspx?ID=13059
This handbook illuminates both the key ideas underlying lesson study and the practical support needed to make it succeed in any subject area. Nine chapters address topics including the basic steps of lesson study, supports, misconceptions, system impact, and how to pioneer lesson study in your setting. The handbook provides practical resources including schedules, data collection examples, protocols for lesson discussion and observation, and instructional plans for mathematics, science, and language arts. Available on this web site for $24.99 plus shipping and handling.
ISSUE: How does the “critical friends” concept work in professional development?
Off to a Good Start: Year I of Collaborative Coaching and Learning in
the Effective Practice Schools
Barbara Neufeld and Dana Roper, Education Matters, Inc., July 2002
http://www.edmatters.org/webreports/boston/year1ofccl702final.pdf
This report includes a description of the Collaborative Coaching and Learning model of professional development implemented during the 2001-2002 school year in the Boston public schools and research on its effectiveness.
Critical Friends
Deborah Bambino, Educational Leadership, 59 (6), March 2002, Association
for Supervision and Curriculum Development
http://www.smp.gseis.ucla.edu/...Bambino_10005_Critical_Friends.pdf
This article describes the characteristics of critical friends and the experiences of several groups using this method of professional development. Click on the link for this article in the “Featured Articles” section of the web page.
Critical Friends Groups
Coalition of Essential Schools Northwest
http://www.cesnorthwest.org/cfg.php
This Web site describes the Critical Friends Groups program run by centers for the Coalition of Essential Schools and the Annenberg Institute. Included are the expectations, goals, and expected outcomes for group members and their students.
ISSUE: How do research experiences work as a professional development strategy?
Program Pairs Local Teachers with Scientists
Stephen Schultz, Princeton Weekly Bulletin, 90 (3), September
25, 2000
http://www.princeton.edu/pr/pwb/00/0925/1b.shtml
This article describes a professional development experience where teachers worked side-by-side with Princeton scientists to conducting research.
Experiential Learning for Pre-Service Science and Mathematics Teachers:
Applications to Secondary Classrooms
Gilmer, P. J., Hahn, L., and Spaid, M.R., Southeast Eisenhower Regional
Consortium for Mathematics and Science Education at SERVE, 2002
http://www.serve.org/_downloads/publications/scimono.pdf
Go to “Chapter Ten: Trading Cultures: A Scientist-Teacher Partnership” on page 105 (110 of 126 in the Acrobat document) for information about this program and opportunities for teachers to conduct scientific research.
ISSUE: What does a trainer or trainers need to know?
Understanding Limits in Teacher Leaders’ Relationships
with Teachers
Kate Cress and Barbara Miller, Center for Leadership and Learning Communities
at Education Development Center, Inc., October 2003
http://cllc.edc.org/sites/default/docs/UnderstandingLimitsinRelationships.pdf
This article explores teacher relationships and the limitations that can diminish the potential of teacher leaders to transform teacher practice.
The Nature of Teacher Leadership: Lessons Learned From the California
Subject Matter Projects
Kathy Medina and Mark St. John, Inverness Research Associates, June 1999
“Section II: The Portrait of a Teacher Leader”
http://lsc-net.terc.edu/do.cfm/paper/8123/show/page-4/use_set-ldrshp
“Section IV: Emerging Themes of Teacher Leadership”
http://lsc-net.terc.edu/do.cfm/paper/8123/show/page-6/use_set-ldrshp
This report focuses on understanding the realities of teacher leadership: what motivates teacher leaders, what sources of knowledge they draw upon in working with their colleagues, what supports they find most useful, and what issues and barriers they face.
ISSUE: How can what teachers learn in professional development programs be certain to be implemented over time in the classroom?
The Tipping Point: How Little Things Can Make a Big Difference
Malcolm Gladwell, Back Bay Books, 2002
http://www.amazon.com/exec/obidos/ASIN/0316316962/gladwellcom/104-2630530-8591952
This book provides information to anyone trying to create a change with limited resources on how to start "positive" (idea) epidemics. The book might give a professional development provider a perspective on how to “infect” educators themselves with good ideas. Available from this site for $16.97.
The Balanced View: Professional Development
Westchester Institute for Human Services Research
http://www.sharingsuccess.org/code/bv/pd.html
Characteristics of effective professional development and promising approaches to ensure professional development programs are implemented.
See the interview with Martha Short for some helpful tips!
ISSUE: How do “benchmark questions” and discussion work in professional development?
Tutorial on Problem-Based Learning: Taxonomy of Socratic Questioning
Richard Paul, Critical Thinking: How to Prepare Students for a Rapidly
Changing World, 1993
http://www-ed.fnal.gov/trc/tutorial/taxonomy.html
This taxonomy offers several types of questions and many examples of each. The assumption is that the role of the skilled teacher/facilitator is to keep the inquiry "train on track," but, also, to allow the students to "travel to a viable destination" of their own design.
Introduction to Socratic Questioning
Richard Paul, Critical Thinking: What Every Person Needs to Survive
in a Rapidly Changing World, 1990
www.croydonsc.vic.edu.au/foundation2/Think/Introduction%20to%20Socratic%20Questioning.doc
This document offers a description of the Socratic questioning technique and lots of questions that fit this approach.
Bloom's Critical Thinking: Questioning Strategies
Kyrene de las Brisas Elementary
http://www.kyrene.org/schools/brisas/sunda/litpack/bloom_handout.htm
Provides questioning strategies and examples for the levels of Bloom’s Taxonomy.
ISSUE: How are “in-service,” “staff development,” and “professional development” different from each other?
What is Staff Development?
National Staff Development Council.
http://www.nsdc.org/library/basics/whatisSD.cfm
Brief description of staff development.
Professional Development
Anthony Rebora, Education Week, April 28, 2004
http://www.edweek.org/context/topics/issuespage.cfm?id=16
This article describes professional development, in-service workshops, and staff development days and the effectiveness of each.
See the interview with Martha Short for more information.
ISSUE: What professional development activities meet NCLB requirements and school improvement plans?
Louisiana Department of Education
http://www.doe.state.la.us/lde/pd/1009.html
Most states spell out their professional development requirements and opportunities. Here is an example from Louisiana.
NCLB: Survey Finds Many Educators Experience Little Positive NCLB Impact
on Professional Development
National Staff Development Council, February 18, 2004
http://www.nsdc.org/library/policy/nclbsurvey2_04.cfm
This news release describes survey results on teachers beliefs about the impact of the No Child Left Behind Act on professional development or whether NCLB-funded professional development is “improving the quality of teaching.”
The Highly Qualified Teacher and Professional Development
National Science Teachers Association
http://www.nsta.org/main/pdfs/2004CongressProfDev.pdf
This article explains the effects of NCLB on teacher professional development programs and what is meant by “high-quality” professional development.
NCLB Defines Professional Development Activities
Gifted Child Today Magazine, Spring, 2003
http://www.highbeam.com/library/docFree.asp?DOCID=1G1:99983310
This article describes the characteristics of effective professional development activities, according to NCLB.
NCLB Memo 09-2003, Part F Professional Development for Teachers
University of the State of New York, State Education Department, Office
of Higher Education, September 2003
http://www.highered.nysed.gov/nclb09-2003f.htm
This memo outlines the implications of NCLB on professional development programs in New York. Also click on Appendix B in the left-hand margin to see the NCLB definition of “high-quality professional development.”
ISSUE: How does a professional development program remain connected to student learning in the participant’s classroom “today”?
Designing Professional Development for Teachers of Science and Mathematics
(Second Edition)
Susan Loucks-Horsley, Nancy Love, Katherine E. Stiles, Susan Mundry & Peter
W. Hewson. Corwin Press. 2003.
http://www.amazon.com/exec/obidos/tg/detail/-/0803966628/ref=lpr_g_1/104-2630530-8591952?v=glance&s=books
This book guides readers to design learning experiences for teachers that are directly linked to improving student learning. Available from this site for $34.95.
ISSUE: How can partnerships with people from companies help keep teachers sharp?
The Role of Scientists in the Professional Development of Science Teachers:
Summary
Committee on Biology Teacher Inservice Programs. National Research Council.
http://books.nap.edu/html/role/summary.html
This book provides guidance for teachers and scientists based on a survey of effective professional development programs that most often involved partnerships.
Partnerships with Business and the Community
ENC Focus, 8(1). Eisenhower National Clearinghouse for Mathematics and
Science Education.
http://permanent.access.gpo.gov/lps52706/Vol_8_No_1_2001.pdf
This issue of ENC Focus includes articles on shaping the relationship between the school and its environment. Examples and suggestions for reaching out to the business community are provided.
Program Pairs Local Teachers with Scientists
Steven Schultz. Princeton Weekly Bulletin, 90(3). September
25, 2000.
http://www.princeton.edu/pr/pwb/00/0925/1b.shtml
This article describes a local professional development experience.
The Role of Scientists in the Professional Development of Science
Teachers
Committee on Biology Teacher Inservice Programs. National Research Council.
http://www.nap.edu/catalog.php?record_id=2310
This report from the NRC Committee on Biology Teacher Inservice Programs provides guidance for teachers and scientists based on a survey of effective professional development programs that most often involved partnerships.
Disclaimer:
The Web resources collected on these pages are not maintained by Education Development Center, Inc. (EDC), nor does EDC make the claim that they are accurate. As with all Web-based information, links change from time to time. To our knowledge, all links were functional as of August 2006. Please notify Kerry Ouellet at kouellet@edc.org if you experience any problems.
