TY - JOUR
T1 - Helping Teachers Help Themselves
T2 - Professional Development That Makes a Difference
AU - Patton, Kevin
AU - Parker, Melissa
AU - Tannehill, Deborah
N1 - Publisher Copyright:
© 2015 SAGE Publications
PY - 2015/3/27
Y1 - 2015/3/27
N2 - For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this scholarly article synthesizes findings and presents core features of effective professional development, including what those features might look like in practice. Strategies for teachers, administrators, and schools to begin to engage in meaningful professional development experiences are presented and discussed.
AB - For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this scholarly article synthesizes findings and presents core features of effective professional development, including what those features might look like in practice. Strategies for teachers, administrators, and schools to begin to engage in meaningful professional development experiences are presented and discussed.
KW - professional capital
KW - professional development
KW - teacher learning
UR - http://www.scopus.com/inward/record.url?scp=84925615583&partnerID=8YFLogxK
U2 - 10.1177/0192636515576040
DO - 10.1177/0192636515576040
M3 - Article
AN - SCOPUS:84925615583
SN - 0192-6365
VL - 99
SP - 26
EP - 42
JO - NASSP Bulletin
JF - NASSP Bulletin
IS - 1
ER -