TY - BOOK AU - Murray, John TI - Designing and implementing effective professional learning SN - 9789352806058 U1 - 371.102 PY - 2018/// CY - New Delhi PB - Sage Publications KW - Teachers - In - service training KW - Teachers - Professional relationships KW - Professional learning communities KW - Education - Administration - General N1 - 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 Summary 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 Leadership 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 Resources Contents note continued: Human Time Technology Money 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 Implementation 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 References. 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. N2 - 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 https://in.sagepub.com/en-in/sas/designing-and-implementing-effective-professional-learning/book262334 ER -