Design Principles for Learner-Centered Professional Development

Hawley, Willis D.; Valli, Linda

doi:10.4135/9781483329512.n8

Cited by 40 publications

(34 citation statements)

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“…They focus on instruction; are sustained and continuous, rather than short term and episodic; provide opportunities for teachers to learn from one another both inside and outside the school; make it possible for teachers to influence how and what they learn; and engage teachers in thinking about what they need to know (Hawley & Valli, 2007). Whether organized as a group of teachers, a department, team, or a group of schools, the idea of teacher communities has been embraced by educators all over the world as a way of meeting the challenges of improving schools in this fast-changing global society.…”

Section: How Can We Reframe Professional Development and Teacher Learmentioning

confidence: 99%

Teacher Learning: the Key to Educational Reform

Lieberman

Mace

2008

Journal of Teacher Education

306

145

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This letter to the next president of the United States recommends the transformation of teacher in-service learning as a powerful means of education reform. Too often, professional development is perceived by teachers as being idiosyncratic and irrelevant. The authors recommend a reconceptualization of professional learning for practicing teachers, in which educators are involved in learning communities, these communities evolve over time, and they revolve around norms of openness, scholarly rigor, and collaborative construction of professional knowledge. The authors describe three such environments of professional learning—the National Writing Project, the Carnegie Academy for the Scholarship of Teaching and Learning, and the Quest Project for Signature Pedagogies in Teacher Education—and recommend that the incoming chief executive should capitalize on the strengths of such programs and extend them to many more teachers nationwide.

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Section: How Can We Reframe Professional Development and Teacher Learmentioning

confidence: 99%

Teacher Learning: the Key to Educational Reform

Lieberman

Mace

2008

Journal of Teacher Education

306

145

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“…Although there is a substantial body of research on professional development that identifies the essential characteristics of professional development, there is growing evidence that only a small percentage of what is known to work is actually being implemented (Hawley & Valli, 2000).…”

Section: Professional Developmentmentioning

confidence: 99%

TEACHNJ: An Evaluation of Two Years of Implementation

Sadeghi¹

2014

UCER-A

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availability, frequency, and effectiveness of professional development opportunities. The response rate was 21%. We found that formal evaluations are conducted infrequently with a varying degree of accuracy and impact. Nearly half of the teachers indicated that formal evaluations did not lead to improvements in their classroom. A majority of teachers questioned the administrative value of formal teacher evaluations, in particular the rewards and sanctions associated with the outcome of evaluations and a concern that poor performers were not sanctioned nor were effective teachers rewarded. We found that teachers perceive the greatest value to professional development, which is derived from peer mentoring and observations. We also found that professional development is the most effective when it is offered onsite, embedded in the classroom, continuous, and sustained over time.

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“…There are three key features to using professional development to build this type of knowledge and to use materials that support this progression of ideas and models: building content knowledge, creating active learning, and demonstrating coherence with other learning (Garet, Porter, Desimone, Birman, & Yoon, 2001;Hawley & Valli, 2000).…”

Section: Professional Development and Activitiesmentioning

confidence: 99%

“…Active learning is the second feature of quality professional development and includes engagement in tasks that improve teachers' own knowledge of the mathematics, covers the learning progressions, engages teachers in creating hypothetical learning trajectories, and encourages articulation and implementation of these ideas (Garet et al, 2001;Hawley & Valli, 2000). Tasks that improve teachers' knowledge must force them into cognitive dissonance and, then, allow them to integrate the new ideas in a way that makes sense mathematically and pedagogically.…”

Section: Professional Development and Activitiesmentioning

confidence: 99%

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A Professional Development Program to Improve Math Skills Among Preschool Children in Head Start

Brendefur

Strother

Thiede

et al. 2012

Early Childhood Educ J

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The purpose of this study was to examine the effect of providing early educators professional development experiences and activities to improve the mathematical skills of preschool children in Head Start around four domains of mathematics. Because of the need to provide necessary mathematical experiences to young children to improve their early understanding and skills and provide the foundation for future success in mathematics, we provided the treatment group of early educators with professional development and center-based activities to promote four critical areas in mathematics. By randomly selecting Head Start centers to participate as the treatment group or control group, we were able to examine the effects of the professional development and set of activities on preschool children's knowledge over a sixmonth period. We found children in the treatment group were more fluent and flexible with number concepts, were better at solving contextual problems, and had better measurement and spatial abilities than children in the control group.

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Design Principles for Learner-Centered Professional Development

Cited by 40 publications

References 0 publications

Teacher Learning: the Key to Educational Reform

Teacher Learning: the Key to Educational Reform

TEACHNJ: An Evaluation of Two Years of Implementation

A Professional Development Program to Improve Math Skills Among Preschool Children in Head Start

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