Teacher Professional Learning in the United States: Case Studies of State Policies and Strategies. Technical Report

Autor/inn/en	Jaquith, Ann; Mindich, Dan; Wei, Ruth Chung; Darling-Hammond, Linda
Institution	Learning Forward
Titel	Teacher Professional Learning in the United States: Case Studies of State Policies and Strategies. Technical Report
Quelle	(2010), (169 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Development; Teacher Participation; Accountability; Standards; Educational Quality; Quality Control; Beginning Teacher Induction; Mentors; Communication Strategies; Collegiality; Partnerships in Education; Compliance (Legal); Resource Allocation; Instructional Improvement; Government School Relationship; Educational Policy; Case Studies; Research Reports; Colorado; Missouri; New Jersey; United States; Vermont; National Assessment of Educational Progress; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Verantwortung; Standard; Quality of education; Bildungsqualität; Qualitätskontrolle; Kommunikationsstrategie; Kollegialität; Hochschulpartnerschaft; Ressourcenallokation; Unterrichtsqualität; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Research report; Forschungsbericht; USA
Abstract	This report is the third of a three-phase research study of teacher professional learning opportunities in the United States. In this third phase of the research, the authors conducted case studies of four professionally active states to get a deeper look at the policy frameworks that support professional development in those states. These states--Colorado, Missouri, New Jersey, and Vermont--have made significant gains in student performance on the National Assessment of Educational Progress, scoring above the national average, and showed evidence of high levels of teacher participation in professional development in the 2008 National Schools and Staffing Survey (NCES) or on other indicators of access to professional learning. The states represent pockets of promising practice, having created environments in which innovative approaches to school and instructional improvement have gradually gained a foothold. Across the four states, the authors found varied approaches to professional development policy and implementation, including differing levels of support and control at the state level and divergent strategies for monitoring and promoting professional development activity at the local level. But these states shared some common strategies for leveraging professional development access and quality, including: (1) Developing standards to guide accountability; (2) Monitoring quality; (3) Requiring induction and mentoring programs; (4) Leveraging collegial strategies for professional learning; (5) Partnering with professional organizations; (6) Creating networks of intermediary organizations; (7) Addressing federal mandates and accountability requirements in constructive ways; and (8) Skillfully marshalling resources. Appendices include: (1) NAEP Data for Four Case Study States; (2) Methodology; and (3) Professional Development Policy Provisions in Four Case Study States. (Contains 14 tables, 6 figures and 20 footnotes.) [For the related report, "Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad. Technical Report", see ED504168.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10