Murray, John

Designing and implementing effective professional learning - New Delhi Sage Publications 2018 - xxiii, 226 p. Includes bibliographical references and index

Table of contents:

ch. 1 The Need for Change
Traditional Approaches to Teacher Professional Learning
New Demands Require Change
ch. 2 Effective Teacher Professional Learning
Theoretical Models of Professional Development Action
Characteristics of Effective Professional Development
Focus on Student Learning and Specific Content
Extended Over Time and Connected to Practice
Align With School Priorities and Goals
Build Strong Collaborative Working Relationships
ch. 3 Context: Building an Atmosphere to Support Teacher Learning
Learning Communities
Supportive and Shared Leadership
Shared Values and Vision
Collective Learning and Application of Learning
Shared Personal Practice
Results Orientation
Clarity of Purpose
Communicate Expectations
Attend to the Foundation
Begin With a Problem or a Goal
Teach Collaboration Skills
Develop the Leadership Capacity of Teachers
Contents note continued: Human
ch. 4 Content: Specifying the Goals of Professional Learning Activities
Identifying Goals
Step 1 Identifying Student Needs
Step 2 Identifying Teacher Needs
Step 3 Stating Specific Professional Learning Goals
Evaluating Your Professional Development Program
Element 1 Teacher Reactions
Element 2 Teacher Learning
Element 3 Teacher Use of New Knowledge and Skills
Element 4 Student Learning
Excellent Evaluations Focus on Evidence, Not Proof
ch. 5 Process: Selecting Specific Activities and Strategies
Learning Designs
Who Should Be Involved?
Connecting Learning Goals With Specific Strategies
Attend to the Change Process
The Issue of Time
The Issue of Cost
ch. 6 Lesson Study
A Cycle of Instructional Improvement
The Lesson Study Philosophy
Lesson Study Steps
Step 1 Forming and Focusing the Group
Contents note continued: Step 2 Collaboratively Planning the Research Lesson
Step 3 Teaching and Observing the Research Lesson
Step 4 Discussing the Research Lesson
Step 5 Revising and Reteaching the Lesson
Step 6 Discussing the Revised Lesson and Summarizing the Learning
The Essential Elements of Lesson Study
Adult Learning Context
Content Knowledge Focus
Student Learning Focus
In-Person Observation
Administrative Support and Participation
Challenges to Engaging in Lesson Study: Misconceptions to Avoid
ch. 7 Critical Friends
The Origins of Critical Friends
The Philosophy of CFGs
Critical Friends Steps
Forming the Group
Meeting Preparation
The Meeting
Between Meetings
The Essential Elements of Critical Friends
Commitment From the Top
Training and Resources
Collaborative School Culture
Focus on Instructional Practice
Benefits of CFGs
CFGs Foster a Culture of Community and Collaboration
Contents note continued: CFGs Enhance Teacher Professionalism
CFGs Influence Teacher Thinking and Practice
ch. 8 School Rounds
A Lesson From Medicine
The Rationale for School Rounds
The Steps in School Rounds
Forming Rounds Groups
Rounds Preparation
The Rounds Lesson
The Debriefing
Post-Rounds Reflection
Learning With Rounds
ch. 9 Action Research
A Hands-On Approach
Why Choose Action Research?
The Action Research Process
Individuals or Groups?
Selecting a Focus
Creating a Plan
Collecting Data
Analyzing and Interpreting Data
Taking Action
Sharing What Has Been Learned
Benefits of Action Research
ch. 10 Mentoring
The Power of Relationships
Why Mentoring Matters
Essential Steps in Building a Mentoring Program
Step 1 Creating a Vision
Step 2 Competencies and Responsibilities
Step 3 A Structure for Mentoring
Step 4 Finding the Time
Contents note continued: Step 5 Mentor Selection Process
Step 6 Determining Training Methods
The Work of Mentoring
The Beginning of the Year
Disillusionment, Frustration, and Rejuvenation
Reflecting and Planning
The Role of the Principal
Essential Elements
ch. 11 Peer Coaching
Harnessing Peer-to-Peer Wisdom
The Rationale for Peer Coaching
Essential Steps of the Peer Coaching Process
Step 1 Get Things Started
Step 2 Identify a Need and Specify an Outcome
Step 3 Understand the Current Reality
Step 4 Explore Assumptions
Step 5 Create and Test Alternative Solutions
Step 6 Monitor Progress
ch. 12 Online Professional Development
The Rationale for Online Professional Development
A Framework for Implementing Online Professional Development
Technology Considerations
Addressing Online Professional Development Myths
Contents note continued: Connect Learning Goals With Specific Online Options
Determine When Teachers Will Participate
Align Online Professional Development With On-Site Professional Learning
Monitoring and Evaluating Online Professional Development
Leading Online Professional Development Efforts
ch. 13 Personal Learning Networks
Going Global
The Power of PLNs
The Process of Creating and Cultivating PLNs
Getting Started
Step 1 Introduction to Digital Tools and Creating a Blog
Step 2 Social Networking
Step 3 Using an Aggregator
Step 4 Podcasting and Media Sharing
Step 5 Creating Online Slideshows
Step 6 Microblogging
Step 7 Reflecting
Using Tools to Connect: Early PLN Formation
Advanced PLN Formation: What Does It Look Like?
The Challenges of PLNs
ch. 14 The Challenges of Introducing New Forms of Teacher Professional Learning
How Have Teachers Experienced Past Professional Development?
Contents note continued: Are Teacher Needs and Preferences Being Considered?
Are Teachers Treated With Respect?
Are Teachers Being Asked to Collaborate, Think, and Innovate?
Do School Leaders Make the New Strategies Easy to Implement?
Are Professional Development Activities Linked to a Compelling Purpose?
Breaking Down Barriers
Involve Teachers in the Process
Help Teachers Experience Early Success
Support Teacher Efforts
Attend to Context
Keep the Focus on Student Learning
ch. 15 A Call to Action
Chapter 1. The need for change
chapter 2. Effective teacher professional learning
chapter 3. Context : building an atmosphere to support teacher learning
chapter 4. Content : specifying the goals of professional learning activities
chapter 5. Process : selecting specific activities and strategies
chapter 6. Lesson study
chapter 7. Critical friends
chapter 8. School rounds
chapter 9. Action research
chapter 10. Mentoring
chapter 11. Peer coaching
chapter 12. Online professional development
chapter 13. Personal learning networks
chapter 14. The challenges of introducing new forms of teacher professional learning
chapter 15. A call to action.

Commitment to high-quality professional learning is a common aspect of educational systems of the the world’s highest-achieving nations. Despite evidence that effective professional learning can be a powerful lever for school improvement, much of the professional development (PD) that is conducted in the United States has had limited impact on teacher practice...

In these pages, John Murray identifies research-based characteristics of effective teacher professional learning, detailing eight strategies for planning and executing professional development programs and evaluating their results. Content includes:

The proven “backward” approach to articulating the goals of your PD program
Descriptions of innovative and effective designs for professional learning such as Lesson Study and Instructional Rounds
Powerful approaches to designing and implementing online PD


Teachers - In - service training
Teachers - Professional relationships
Professional learning communities
Education - Administration - General

371.102 / M8D3

Powered by Koha