Literaturnachweis - Detailanzeige
| Autor/in | Smith-Burke, M. Trika |
|---|---|
| Institution | Reading Recovery Council of North America, Columbus, OH. |
| Titel | Professional Development for Teacher Leaders: Promoting Program Ownership and Increased Success. |
| Quelle | In: Network News, (1996), S.1-4 (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Leitfaden; Administrator Role; Classroom Techniques; Early Intervention; Faculty Development; Instructional Effectiveness; Primary Education; Reading Difficulties; Reading Instruction; Student Needs; Teacher Education |
| Abstract | The on-going professional development is the heart of Reading Recovery's success, pumping support to developing professionals in the program at all levels through renewed learning, collaboration, problem solving, and exposure to new research. On-going professional development is critical: (1) administrators need to protect their investment in the program through on-going professional development to support teacher leaders and they implement the innovation; (2) due to the complexity of the teacher leader role, multifaceted, on-going learning is required after the training year; (3) the teacher leaders' learning over time impacts the learning of Reading Recovery teachers, which in turn will lead to improvement in student achievement; (4) there is a moral imperative that teacher leaders be current in their understandings to provide the best instruction to teachers as well as children; and (5) teacher leaders must continue to develop their skills in collaboration with others on the district to ensure that Reading Recovery is seen as part of a larger, systemic plan for change in which all children learn to read and write. Contains 14 references, 8 suggestions for further reading, 3 notes, and 2 tables. (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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