Helping Teachers Teach Well: Transforming Professional Development

Corcoran, Thomas B.

doi:10.1037/e383832004-001

Cited by 96 publications

(120 citation statements)

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“…Historically, professional development consisted of a menu of offerings: discrete sessions that teachers would choose from, based on their individual interests. But some researchers now argue that these more conventional forms of enhancement are ineffective, primarily because they are designed in isolation of teachers and do not address the realities of the classroom (Corcoran, 1995).…”

Section: H a P T E Rmentioning

confidence: 99%

“…All of the teachers at one grade level got a common planning period that they use for grade-level professional development. This not only resulted in more time for professional development, it contributed to the formation of a growing learning community among faculty and staff, and in turn helped to make professional development an "integral part of [the] teachers' work" (Corcoran, 1995 Professional development programs must be led by teams that include members with scientific expertise and must incorporate activities that model the kinds of effective science teaching and learning that is expected to take place in classrooms.…”

Section: Schools and Districts Must Redefine Professional Developmentmentioning

confidence: 99%

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Science in Action! Outreach Program Promotes Confidence in Teaching Science

Zack¹,

Vacha

Staub

2017

The American Biology Teacher

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Leading scientists recognize the need to be proactive about educational reform. To address some of the challenges of teaching K-6 science, our outreach program, Science in Action! (SIA!), pairs undergraduates with K-6 classrooms to do hands-on, inquiry-based science. Our goal is to increase science literacy in our community through developing the science understanding and teaching skills of pre-service teachers, recruit more STEM majors into teaching careers, and promote enthusiasm and curiosity in the science K-6 classroom. We describe Science in Action! and describe the effect participation in the program has on undergraduates. In particular, we asked how participation effects pre-service elementary school teachers, who generally have a limited science background, and science majors, who are in the process of deciding a future career path. Pre-service teachers reported that their participation in SIA! deepened both their understanding of the scientific method and science content, as well as increased their confidence in being able to teach science. The number of science majors seriously considering a teaching career increased significantly after participating in Science in Action!

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Section: H a P T E Rmentioning

confidence: 99%

Section: Schools and Districts Must Redefine Professional Developmentmentioning

confidence: 99%

Science in Action! Outreach Program Promotes Confidence in Teaching Science

Zack¹,

Vacha

Staub

2017

The American Biology Teacher

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“…Surveys of staff development find that it generally consists of "unfocused, fragmented, low-intensity" activities, such as shortterm workshops with little or no followup (Corcoran, 1995). Little (1993) has argued persuasively that conventional staff development is based on a transmission model of learning that is inappropriate for current reform goals and contexts.…”

Section: Opportunities For Professional Learningmentioning

confidence: 99%

External Support to Schools on Probation: Getting a Leg Up?

Finnigan¹,

O’Day

2003

PsycEXTRA Dataset

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In 1996, the Chicago Public Schools (CPS) began implementing a new school accountability policy designed to improve student performance by providing a combination of consequences and support to low-performing schools. The center point of the accountability system, the Chicago school probation policy, designates schools as being "on probation" if fewer than 15% (later raised to 20%) of their students score at grade-level norms on the Iowa Test of Basic Skills in reading. When placed on probation, schools face the consequences of decreased autonomy and the threat of more severe sanctions. At the same time, probation schools receive direct assistance from several different sources through the policy's external support system. The purpose of the support is to assist schools in strengthening their internal operations, raising expectations for students, and improving instruction so as to foster increased student achievement.This report is based on a two-year study of the design and implementation of the school probation policy in Chicago's elementary schools. The school accountability system in Chicago has undergone changes since the end of this study as a result of new district leadership. The system now includes the use of additional assessment data and subject area tests, emphasis on progress and growth, and a focus on all schools. In spite of these changes, the assistance provided by probation managers and external partners has not changed. Therefore, the lessons learned from this study should still be relevant not only to CPS but also to other jurisdictions instituting similar policies.

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“…Inevitably, districts must begin to prioritize professional development as a critical budgetary item. Twenty-first century education will demand that educators receive enhanced opportunities to critically examine, reflect on, develop, and collaboratively master, new perspectives on, and approaches to, diverse student populations (Corcoran, 1995).…”

Section: Storytelling As a Tool In Teaching English As A Second Languagementioning

confidence: 99%

Educational Considerations, vol. 26 (2) Full Issue

Murry¹,

Herrera²

1999

Educational Considerations

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This special issue of Educational Considerations focuses on emergent challenges and promising practices in the education of culturally and linguistically diverse [CLD] students in public schools, especially those in ESL classrooms. This segment of school populations is the fastest growing in the United States (NCTAF, 1997). Students of cultural and linguistic diversity bring to the school very differential needs which demand thoughtful and reflective approaches. Indeed, CLD students are: (a) three times more likely to be improperly classified as low achievers, (b) two times more likely to be at least one grade level behind in school, and (c) four times more likely to drop out than their native-English-speaking counterparts (USCRC, 1997). This exploration of the issues which surround these students and English as a Second Language [ESL] begins with a look at the sociocultural context of education for CLD students.Cathy Escamilla's lead article on the False Dichotomy between ESL and Transitional Bilingual programs reminds us of the sociocultural, sometimes politically charged, context of ESL and Bilingual Education [BLED]. This context tends to be the impetus behind a number of educationally detrimental concerns which she discusses, including: the hegemonic nature of student labels such as LEP, reductionistic approaches to programming for CLD students, and the so-called early exit solution to perceived language deficiencies among CLD students. Cathy concludes by detailing the need to better prepare, not just ESL/ BLED, but all teachers for the differential learning/adjustment needs of CLD students.Amy Beckett's review of ESL issues which remain unknown and unresolved in standards-based assessment italicizes the inaccurate pictures of school and system success which can result from the exclusion of Language Learning [LL] students from these assessments. She offers discussion of selected accommodations appropriate for LL students in the conduct of such assessments.The findings of the qualitative study undertaken by Kevin Murry and Socorro Herrera indicate that postgraduate programs in long-term professional development which focus on capacity building for reflective practice can purposively enhance teachers' personal and collective sense of efficacy in practice. This is particularly true where collaboration in meeting the challenges of classroom diversity is encouraged.Analyses by Otherine Neisler and Alyssa Nota remind us that the many challenges which LL students face in schooling are not just linguistic, but also cultural, including both micro-and macro-cultural adjustments. These challenges impact the difficulties that growing numbers of Hispanic students face in their educational experiences.The school restructuring piece written by Commins, Miramontes, and Nadeau highlights informed decision making as the key to successful programming for linguistically diverse students. While the article by Gomez and Gomez emphasizes the need for native language support provisions in such programming.David and Yvonne Freema...

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Helping Teachers Teach Well: Transforming Professional Development

Cited by 96 publications

References 0 publications

Science in Action! Outreach Program Promotes Confidence in Teaching Science

Science in Action! Outreach Program Promotes Confidence in Teaching Science

External Support to Schools on Probation: Getting a Leg Up?

Educational Considerations, vol. 26 (2) Full Issue

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