Teacher Professional Learning in the U.S.: Case Studies of State Policies and Strategies

Autor/inn/en	Jaquith, Ann; Mindich, Dan; Wei, Ruth Chung; Darling-Hammond, Linda
Titel	Teacher Professional Learning in the U.S.: Case Studies of State Policies and Strategies
Quelle	In: Education Digest: Essential Readings Condensed for Quick Review, 77 (2011) 2, S.33-39 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-127X
Schlagwörter	Mentors; State Agencies; Beginning Teachers; Beginning Teacher Induction; Faculty Development; Accountability; Case Studies; Educational Policy; Instructional Improvement; Partnerships in Education; Educational Quality; Teacher Effectiveness; Standards; Teacher Participation; Teacher Certification; Resource Allocation; Colorado; Missouri; New Jersey; United States; Vermont; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Öffentliche Einrichtung; Junior teacher; Junglehrer; Verantwortung; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Unterrichtsqualität; Hochschulpartnerschaft; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Standard; Ressourcenallokation; USA
Abstract	Policy shapes practice, and the increasingly important realm of professional development is no exception. To identify effective professional development policies and strategies, a Stanford University research team examined the policy frameworks supporting high levels of professional development activity in four states--(1) Colorado; (2) Missouri; (3) New Jersey; and (4) Vermont. Students in all four states scored above national averages on the NAEP. While approaches to professional development vary, the four states share key characteristics and face similar challenges, which are outlined in this policy brief. All have professional development standards, induction and mentoring programs for beginning teachers, and a state-level organization or professional board that oversees teacher licensing, professional teaching standards, and professional development. The authors found that to ensure the quality of professional development, it is critical to couple state and policy efforts with professional associations and intermediary organizations that extend the reach of state agencies, offer learning supports, and provide a voice for local stakeholders and outside experts. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10