Helping Teachers Help Themselves: Professional Development That Makes a Difference

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)26-42
Number of pages17
JournalNASSP Bulletin
Volume99
Issue number1
DOIs
Publication statusPublished - 27 Mar 2015

Keywords

  • professional capital
  • professional development
  • teacher learning

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