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Focusing on the partnerships and collaborations between teacher educators and students with regards to faculty members’ professional development, contributors from around the world provide insight into professional development opportunities in the context of teaching and collaborating with students. Contributions from these distinguished scholars come from a broad range of countries and cultures to ensure that the presented studies reveal rich information about diverse systems of teacher education. The studies presented in the book demonstrate how these faculty student partnerships can significantly assist faculty members to develop professionally and produce benefits and impacts on their professional identity. Providing ideas and tools aimed at teacher educators around the world, this book explores partnerships and cooperation as a tool to lead to development and ultimately promotion. This book is a must-read for all researchers, teacher educators and lecturers looking to expand their knowledge of partnerships with students in higher education.
This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education.
Faculty development is currently practiced in a variety of approaches by individuals, committees, and centers of excellence. More research is needed to draw better benefit from these approaches in the impending digital world by taking advantage of digitally enabled teaching and learning. The Handbook of Research on Faculty Development for Digital Teaching and Learning offers holistic and multidisciplinary approaches to enhancing faculty effectiveness in teaching, boosting motivation, extending knowledge, expanding teaching behaviors, and disseminating skills in digital higher education settings. Featuring a broad range of topics such as faculty learning communities (FLCs), virtual learning environments, and professional development, this book is ideal for educators, educational technologists, curriculum developers, higher education staff, school administrators, principals, academicians, practitioners, and graduate students.
The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].
Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow’s schools. PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That’s why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward.
How can we approach professional development in a thoughtful way, keep teachers motivated, and make the process worthwhile? It's a truth that school leaders can't deny: teachers tend to think of PD as a distraction from the "real work" of the classroom—as something to get through instead of an opportunity to engage, learn, and grow as professionals. Too often, they're absolutely right. When PD is packaged as a one-size-fits-all, one-and-done experience, even content that teachers might greet with enthusiasm won't stay with them for long. It just doesn't stick. In Professional Development That Sticks, Fred Ende makes the case for a better approach—one that melds traditional PD structures with personalized learning. Here, school leaders will find a framework for developing professional learning experiences that spark and maintain teacher motivation and lead to real changes in practice. Ende's three-stage professional development for learning (PDL) process covers critical aspects of planning, providing, and following up. In addition, PDL's Think, Act, and Reflect method ensures your teachers will acquire meaningful, deep, "sticky" learning that lasts.
In Cultivating Genius, Dr. Gholdy E. Muhammad presents a four-layered equity framework--one that is grounded in history and restores excellence in literacy education. This framework, which she names, Historically Responsive Literacy, was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. The equity framework will help educators teach and lead toward the following learning goals or pursuits: Identity Development--Helping youth to make sense of themselves and others Skill Development-- Developing proficiencies across the academic disciplines Intellectual Development--Gaining knowledge and becoming smarter Criticality--Learning and developing the ability to read texts (including print and social contexts) to understand power, equity, and anti-oppression When these four learning pursuits are taught together--through the Historically Responsive Literacy Framework, all students receive profound opportunities for personal, intellectual, and academic success. Muhammad provides probing, self-reflective questions for teachers, leaders, and teacher educators as well as sample culturally and historically responsive sample plans and text sets across grades and content areas. In this book, Muhammad presents practical approaches to cultivate the genius in students and within teachers.
With the right plan, video observation and video coaching can be a high-impact lever for accelerating teacher growth. This playbook, from the makers of Edthena, draws from researcher and practitioner advice to offer twelve video-based strategies that readers can implement in their own context for facilitating professional development: • Classroom Tour • Self-interview • Example Analysis • Pre-teach • Self-Reflection • Partner-Supported Reflection • Skill Building Sequence • Video Learning Community • Virtual Walk-through • Video Rounds • Longer-Range Reflection • Iterative Investigation • Online Lesson Study Plus, read about putting video evidence at the center of professional learning, focusing techniques for analyzing video, and guidance about recording and sharing video, and a framework for facilitation of video-based discussion. Afterword by Jim Knight.
Do you feel prepared to initiate and facilitate meaningful, productive dialogues about race in your classroom? Are you looking for practical strategies to engage with your students? Inspired by Frederick Douglass's abolitionist call to action, "it is not light that is needed, but fire" Matthew Kay has spent his career learning how to lead students through the most difficult race conversations. Kay not only makes the case that high school classrooms are one of the best places to have those conversations, but he also offers a method for getting them right, providing candid guidance on: How to recognize the difference between meaningful and inconsequential race conversations. How to build conversational "safe spaces," not merely declare them. How to infuse race conversations with urgency and purpose. How to thrive in the face of unexpected challenges. How administrators might equip teachers to thoughtfully engage in these conversations. With the right blend of reflection and humility, Kay asserts, teachers can make school one of the best venues for young people to discuss race.
This guide trains teachers to help each other refine their classroom strategies and tailor them to 21st Century needs. Insights include how peer coaching involves much more than just one teacher offering another advice, how a coaching relationship is first built on trust, and then on the willingness to take risks, and why peer coaching should focus on adapting teaching methods to the technological future of education.