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Journal articles on the topic 'Professional development school'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Gathara, Peter Mugo. "Continuing Professional Development." Msingi Journal 1, no. 1 (February 8, 2019): 1–17. http://dx.doi.org/10.33886/mj.v1i1.91.

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The objective of this study was to explore and analyse provision of information to secondary school teachers’ in their endeavour to participate in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. In this respect, teacher training entails more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher development geared towards classroom improvement. This paper highlights the need for secondary school teachers to be provided with information about CPD. This is significant in that CPD is hoped to provide a basis for teacher professional improvement discussion in Kirinyaga County. CPD will lead to constructive discussions by appropriate education experts in Kenya on vital professional development challenges that involve provision of information. Hopefully, CPD would stimulate educational research geared towards secondary school teacher improvement. The methodology used entailed a mixed method study design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. A vertical case study method was used in sampling of twelve secondary schools in Kirinyaga County. The sampled schools were further subjected to a survey method where questionnaires were administered to teachers while six others were subjected to an in-depth case study involving teachers and principals. In the schools where case study was used, data was collected using in-depth interviews with principals and teachers. Teachers were further subjected to Focus Group Discussions (FGDs). The data collected was analysed qualitatively, though quantitative data was used for clarification where it was found necessary. The study found out that there is disparity on information provision from the different groups of people expected to provide critical information to teachers. Teachers need to be provided with information on CPD so that they can improve their professional status geared to classroom practices. The limitation of this study is that the findings could not be generalized to other schools and regions within the country without modification.

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Clark, Richard. "School-University Partnerships and Professional Development Schools." Peabody Journal of Education 74, no. 3 (July 1, 1999): 164–77. http://dx.doi.org/10.1207/s15327930pje7403&4_13.

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3

Manatt, Richard P. "Professional Development Schools— The Latest Ed School Refor." International Journal of Educational Reform 1, no. 4 (October 1992): 423–32. http://dx.doi.org/10.1177/105678799200100412.

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Qvortrup, Lars. "Provision of School Data and Research Based Teacher Professional Development: Does It Work? Data- and Research-Informed Development of Schools in the Danish “Program for Learning Leadership”." Education Sciences 9, no. 2 (April 27, 2019): 92. http://dx.doi.org/10.3390/educsci9020092.

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In the beginning of 2015, a consortium consisting of 13 Danish municipalities with 240 schools, almost 80,000 students and 10,000 professionals together with a university based research institution and a competence development center launched the school development project “Program for Learning Leadership.” The project provides data for teachers and school leaders in order to support pedagogical practices and school leadership. It also provides research based competence development packages with professional teams organized in professional learning communities as the central target group for receiving research results and transforming these results into professional practice. Based on a quantitative survey performed in 2015 and repeated in 2017, the project shows that school data and competence development can support positive school changes and improve teachers’ professional self-evaluation, and that competence development should focus on professional teams (professional learning communities) rather than on individual teachers. However, it is still too early to identify the effects for students’ learning and development achievements.

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Lewis, Anne C. "School Reform and Professional Development." Phi Delta Kappan 83, no. 7 (March 2002): 488–89. http://dx.doi.org/10.1177/003172170208300702.

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Frampton, Pamela, Vicki L. Vaughn, and Mary J. Didelot. "The professional development school partnership." Journal of Educational Administration 41, no. 3 (June 2003): 292–309. http://dx.doi.org/10.1108/09578230310474430.

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7

Beckner, Weldon. "Professional Development of School Leaders." NASSP Bulletin 74, no. 529 (November 1990): 1–3. http://dx.doi.org/10.1177/019263659007452902.

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Zimpher, Nancy L. "Creating professional development school sites." Theory Into Practice 29, no. 1 (January 1990): 42–49. http://dx.doi.org/10.1080/00405849009543429.

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9

Schreiber, Mary. "School Book Buzz: A Professional Development Collaboration." Children and Libraries 18, no. 1 (March 12, 2020): 14. http://dx.doi.org/10.5860/cal.18.1.14.

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Schools and libraries have a common mission of serving the local community, especially children and families. So why not bring those specialists together for some professional training? That was the goal behind the School Book Buzz initiative at Cuyahoga County (OH) Public Library (CCPL).

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10

Theobald, Neil D. "Staffing, Financing, and Governing Professional Development Schools." Educational Evaluation and Policy Analysis 13, no. 1 (March 1991): 87–101. http://dx.doi.org/10.3102/01623737013001087.

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The professional development school concept represents an attempt to reshape the relationship between public schools and colleges of education to provide for more effective preservice and inservice education, improved educational programs for K-12 students, and an expanded knowledge base for dealing with the instructional, curricular, and organizational reform agenda facing schools. The purpose of this paper is to (a) confront the financial and organizational problems that school and university personnel are likely to face in developing professional development schools and (b) identify structures and processes that will allow these schools to contribute to the simultaneous reconstruction of the public schools in which teachers work and the university programs in which they prepare.

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Ekinci, Eyüp, and Filiz Evran Acar. "Primary School Teachers’ Opinions on Professional Development (Professional Development Model Proposal)." Journal of Education and Training Studies 7, no. 4 (March 14, 2019): 111. http://dx.doi.org/10.11114/jets.v7i4.4039.

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The purpose of this study is to provide a model for effective professional development by taking the opinions of the primary school teachers on professional development. Grounded theories and techniques which are qualitative research methods have used in the research. Twenty primary school teachers from a district, Küçükçekmece, Istanbul participated in the study, and the data were collected through interview. To reach the model, firstly, the opinions of the participants about the concept of professional development, the processes of providing professional development and the characteristics of effective professional development were taken. The opinions about the idea of professional development are in three sub-categories: change, experience, and burnout; views on the processes of ensuring professional development are in four sub-categories: physical conditions, technology, academic resource, and training process and opinions on the characteristics of effective professional development are being convenience to the needs, right of choice, appropriate content selection, development strategy, active learning environment, and cooperation. In the light of these results, effective professional development model categories are feeling a need, goal setting, planning, development process, and evaluation respectively and these categories constitute a cycle in itself. It was concluded that there should be support and monitoring activities to ensure coordination between the main categories and teacher(s).

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12

Castle, Joyce B. "Toward Understanding Professional Development: exploring views across a professional development school." Teachers and Teaching 3, no. 2 (October 1997): 221–42. http://dx.doi.org/10.1080/1354060970030205.

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Hollingsworth, Sandra, and Margaret Gallego. "Professional Development on Multiple Literacies in an Urban Professional Development School." Journal of In-service Education 30, no. 3 (March 1, 2004): 417–28. http://dx.doi.org/10.1080/13674580400200322.

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Bullough, Robert V., Don Kauchak, Nedra A. Crow, Sharon Hobbs, and David Stokes. "Professional development schools: Cataylsts for teacher and school change." Teaching and Teacher Education 13, no. 2 (February 1997): 153–69. http://dx.doi.org/10.1016/s0742-051x(96)00017-0.

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15

Parsons, Beverly, and Judith Renyi. "Breathing the Professional Development School Spirit Into All Schools." Peabody Journal of Education 74, no. 3 (July 1, 1999): 263–76. http://dx.doi.org/10.1207/s15327930pje7403&4_19.

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Clark, Mary Ann, and Radha Horton-Parker. "Professional Development Schools: New Opportunities for Training School Counselors." Counselor Education and Supervision 42, no. 1 (September 2002): 58–75. http://dx.doi.org/10.1002/j.1556-6978.2002.tb01303.x.

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Parsons, Beverly, and Judith Renyi. "Breathing the Professional Development School Spirit Into All Schools." Peabody Journal of Education 74, no. 3-4 (July 1999): 263–76. http://dx.doi.org/10.1080/0161956x.1999.9681922.

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Brown, Carol A., Lana Kaye Dotson, and Elaine Yontz. "Professional Development for School Library Media Professionals: Elements for Success." TechTrends 55, no. 4 (May 27, 2011): 56–62. http://dx.doi.org/10.1007/s11528-011-0512-x.

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Reynolds, Anne, Steven M. Ross, and Jeanine H. Rakow. "Teacher retention, teaching effectiveness, and professional preparation: a comparison of professional development school and non-professional development school graduates." Teaching and Teacher Education 18, no. 3 (April 2002): 289–303. http://dx.doi.org/10.1016/s0742-051x(01)00070-1.

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Moretti, Melita, Ivan Ropar, and Adi Moretti. "Professional Development of Elementary School Teachers." Our Economy, Journal of Contemporary Issues in Economics and Business 59, no. 1-2 (February 15, 2013): 45–55. http://dx.doi.org/10.7549/ourecon.2013.1-2.05.

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21

Cheng, Eric C. K. "Managing school-based professional development activities." International Journal of Educational Management 31, no. 4 (May 8, 2017): 445–54. http://dx.doi.org/10.1108/ijem-02-2016-0042.

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Purpose The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy. Design/methodology/approach This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model. Findings The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy. Originality/value This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.

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22

Lam, Shui-Fong, and Mantak Yuen. "Continuing Professional Development in School Psychology." School Psychology International 25, no. 4 (November 2004): 480–94. http://dx.doi.org/10.1177/0143034304048781.

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Wnek, Andrew C., Gabrielle Klein, and Bruce A. Bracken. "Professional Development Issues for School Psychologists." School Psychology International 29, no. 2 (May 2008): 145–60. http://dx.doi.org/10.1177/0143034308090057.

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Epanchin, Betty C., and Karen Colucci. "The Professional Development School Without Walls." Remedial and Special Education 23, no. 6 (November 2002): 350–59. http://dx.doi.org/10.1177/07419325020230060501.

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Fisher, Darrell L., and Barry J. Fraser. "School Climate and Teacher Professional Development." South Pacific Journal of Teacher Education 19, no. 1 (January 1991): 17–32. http://dx.doi.org/10.1080/0311213910190103.

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Milyaeva, Valeriya, Iryna Kalyuzhna, Zoryana Burkovska, Svitlana Lozynska, and Iryna Voloshanska. "DEVELOPMENT OF PROFESSIONAL SELF-DETERMINATION OF TEENAGERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 364. http://dx.doi.org/10.17770/sie2020vol3.5066.

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The article dwells on the problem of teenagers' professional self-determination as the readiness to making choice of the profession. Psychological factors of professional self-determination of high school students are defined and theoretically substantiated. Psychological properties are investigated, the means of which is the formation of factors of senior school students’ professional self-determination. In our research by professional self-determination we mean a stable, value-oriented complex of professionally important traits and personality traits, which is characterized by a certain structure, determines the readiness of high school students to choose a profession and is formed by a number of psychological factors. We prove that the set of psychological factors of professional self-determination of high school students has a nonlinear character and multi-level structure. The purpose of the publication is to investigate the psychological factors of professional self-determination and to substantiate the need to introduce a program of psychological and pedagogical support for the development of professional self-determination of high school students. As a result of the research psychological factors of professional self-determination of high school students were established: actual motives; sufficient level of development of volitional regulation of personality; locus control; a sufficient level of the formation of reflectivity development. The conducted psycho diagnostics revealed the immaturity of psychological factors of professional self-determination among high school students; unreadiness of teenagers to make an independent, conscious professional choice. This situation requires targeted correction through the introduction of a program of psychological and pedagogical support.

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Neapolitan, Jane E., and Jeanne L. Tunks. "Exploring the “Development” in Professional Development School Research." Action in Teacher Education 31, no. 3 (October 2009): 3–10. http://dx.doi.org/10.1080/01626620.2009.10463523.

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Ruddy, Anne-Maree, and Ellen Prusinski. "Professional Development for School Improvement: The Case of Indiana." Journal of School Leadership 22, no. 1 (January 2012): 55–78. http://dx.doi.org/10.1177/105268461202200104.

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Drawing on data collected during an evaluation of Indiana schools receiving Title I 1003(g) School Improvement Fund grants in the 2008–2009 school year, this article explores how professional development can be used to support school improvement efforts. This article upholds the conclusion that when activities support the development of a collaborative community of educators and the effective use of data, professional development can be a vital element of school improvement efforts. By engaging teachers as leaders and learners, professional development can help to ensure that school improvement efforts are embraced by all staff and to prevent teachers from feeling isolated during the school improvement process.

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Stosich, Elizabeth Leisy, Candice Bocala, and Michelle Forman. "Building coherence for instructional improvement through professional development." Educational Management Administration & Leadership 46, no. 5 (May 29, 2017): 864–80. http://dx.doi.org/10.1177/1741143217711193.

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This study explores how six school leadership teams in a rural district in California responded to professional development (PD) designed to strengthen leadership practices and organizational conditions in schools for improving teaching and learning. Specifically, the PD was intended to address the problem of practice identified by the schools: teachers needed to learn to work in new ways to support students in meeting the Common Core State Standards (CCSS). Researchers used design-based implementation research (DBIR) to understand the connection between the design and implementation of the PD model and the impact on participating schools. Findings suggest that in developing PD programs, three challenges need to be addressed in designing experiences for educators that strengthen their capabilities to lead instructional improvement: maintaining the connection between organizational processes and instructional practice; approaching school leadership team collaboration as joint work; and utilizing a developmental approach to improvement. The article concludes by exploring the potential of DBIR for designing and refining models for school leaders’ professional learning.

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Cleary, Margaret E. "Professional Development." Diabetes Educator 19, no. 4 (August 1993): 280–85. http://dx.doi.org/10.1177/014572179301900406.

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The purpose of this department is to pro vide our readers with a forum to share ideas, insights, and individual expertise in a broad range of categories relating to pro fessional develpment and growth. Authors are invited to submit manuscripts that ad dress specific strategies and/or practical approaches relating to the responsibilities of the diabetes health care professional. Pa pers that creatively apply business. market ing, human resource development, leadership, and management skills to dia betes education are of particular interest. Manuscripts should be limited to 8 to 10 double-spaced pages and sent to Profes sional Development editor Gail A. D 'Eramo-Melkus, EdD, RN, Yale Univer sity School ofNursing, 25 Park St, PO Box 9740, New Haven, CT06536-0740.

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Bērziņa, Ženija. "School-Based Mentoring for Professional Development of Inclusive School Teachers." Journal of Teacher Education for Sustainability 13, no. 1 (January 1, 2011): 72–83. http://dx.doi.org/10.2478/v10099-011-0006-0.

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School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.

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Markova, S. M., and A. К. Narcosiev. "PROFESSIONAL EDUCATION OF VOCATIONAL SCHOOL STUDENTS." Vestnik of Minin University 6, no. 3 (November 10, 2018): 3. http://dx.doi.org/10.26795/2307-1281-2018-6-3-3.

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Introduction:modern conditions of development of society cause the need for further development of the professional education connected with new requirements to the maintenance of the professional training corresponding to a certain level of development of culture, personal and professional qualities, scientific and technical development of productions reflecting character of the market relations.Professional education is aimed at the development of professional and personal qualities, skills to navigate at the labor market, to establish professional cooperation, which ensures successful employment.Thus, professional education is the Central link in the training of workers and specialists.The main purpose of this article is to determine the nature and characteristics of education in vocational schools, to identify effective methods of studying the problems of educational activity.Matherials and methods: in research theoretical and empirical methods of cognition are used: methods of the analysis of materials, the analysis of literature, the analysis of documents, the analysis of works, the analysis of orally transmitted ideas, methods of the analysis of the phenomenon of education in practice, oral polls (interviews, conversations), observations, written polls, experiment, and also complex, differentiated, integrationally-methodical, polytheistic approaches.Result of the research: professional education is expressed in the unity of socialization and professionalization of the individual. A professionally developed personality is considered as a socially-professionally - integrative type of its orientation and efficiency.Professional education is considered as a set of three components: personality orientation, technical processes management, management of technological methods of activity, which determines the effectiveness of professional work. The main integrator of professional education of future workers and specialists are objective and subjective factors of personal development, mutually supporting the success of the solution of personal, professional and social-life tasks.Universal values are of fundamental importance for professional education from the point of view of humanistic orientation, socio-economic transformations.The system of educational values highlights civil, cultural, socio-pedagogical, professional and environmental values. The formation of these values requires the implementation of integrative and professional sociological approaches to the education of workers and specialists.For professional activities, it is considered appropriate to create common and particular professional values, reflecting the specific occupations and activities.Discussion and Conclusions:the essence of professional education is defined, features of methods of research of problems of professional education, the factors influencing spiritually-moral and professional development of future workers and experts are revealed.

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Watts, Dana Specker, and Jayson W. Richardson. "Leveraging professional development to build professional capital in international schools in Asia." Journal of Professional Capital and Community 5, no. 2 (April 16, 2020): 167–82. http://dx.doi.org/10.1108/jpcc-09-2019-0025.

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PurposeThe purpose of this study was to investigate the connection between professional development and professional capital within international schools in Asia.Design/methodology/approachThis study was an exploratory multisite case study. Teachers and leaders in six high performing international schools in Asia were surveyed to measure their professional capital. Three leaders with the highest professional capital from different schools were interviewed to better understand how professional development fosters professional capital of their teachers.FindingsInternational school leaders tended to have high professional capital while teachers reported having less professional capital. Leaders fostered professional capital of their teachers through professional development by supporting the intellectual passions of individuals, fostering collaborative learning within and across international schools and creating a culture of safety and vulnerability for teachers to try new things.Research limitations/implicationsThis study showed that a short version of the professional capital survey tested well in this context with items just focused on professional development. However, more work needs to be done to make the individual constructs more robust as it pertains to professional development. This research also highlighted the need to look at how international school teachers foster their own professional capital through professional development.Originality/valueThis is the first study that focused on the intersection of professional capital and professional development. Additionally, this article serves as one of the few studies of professional capital in international schools.

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Watson, Sandy, Ted Miller, Linda Johnston, and Valerie Rutledge. "Professional development school graduate performance: Perceptions of school principals." Teacher Educator 42, no. 2 (September 2006): 77–86. http://dx.doi.org/10.1080/08878730609555395.

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Chalikias, Miltiadis, Ioanna Raftopoulou, Georgios Sidiropoulos, Grigorios L. Kyriakopoulos, and Vassilis Zakopoulos. "The school principal’s role as a leader in teachers’ professional development: the case of public secondary education in Athens." Problems and Perspectives in Management 18, no. 4 (December 25, 2020): 461–74. http://dx.doi.org/10.21511/ppm.18(4).2020.37.

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This research aimed to examine the role of leadership in the school environment and leadership’s contribution to the effectiveness of teachers’ professional development in the public secondary education of Athens to improve the learning process and school quality. More specifically, this study highlights the school principal's contribution as a leader in teachers’ professional development. The choice of leadership style (education, administrative, transformational, ethical, participatory, and contingent) positively impacts teachers’ professional development. Data were collected from 180 teachers of the public secondary education of Athens, involving lower secondary schools, upper secondary vocational and general schools, excluding private and other types of schools. SPSS software was used to perform quantitative analysis of the collected data. The results showed no statistically significant correlation between teachers’ gender, skills, characteristics, and abilities. However, it was observed that there is a statistically significant correlation between age, tolerance, and rejection of educational techniques on teaching practice. The evidence from this study confirmed a direct impact of the school principal’s training on teachers’ professional development. Finally, it was concluded that the school principal – the leader should work as a learning manager to lead teachers in professional development and as a learning manager and an inspiration for lifelong learning.

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Wieczorek, Douglas. "Principals’ perceptions of public schools’ professional development changes during NCLB." education policy analysis archives 25 (February 6, 2017): 8. http://dx.doi.org/10.14507/epaa.25.2339.

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This study investigated public school principals’ reports of professional development implementation at the school level while working in different state- and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals’ reported changes in levels of teacher involvement and alignment of professional development with standards, student learning outcomes, school goals, resources, and district goals during No Child Left Behind (NCLB). Using two-level, Hierarchical Generalized Linear Proportional Odds modeling (HGLM-PO), and three pooled waves of a national sample from the Schools and Staffing Survey (National Center for Education Statistics, 2000, 2004, 2007), I implemented a quantitative, repeated cross-sectional, self-report, extant secondary survey analysis design. Principals reported a decrease in teachers’ planning and presentation of professional development during NCLB implementation across all settings, indicating a potential reduction in teachers’ participation in the professional development process. Principals who worked in urban, elementary, low-SES, and high minority school contexts were more likely to report teachers’ participation in the planning and presentation of professional development, but were also more likely to report an increase in the direction and alignment of professional development with school and district goals, standards, student achievement outcomes, and resources. There is evidence that a school community’s location, socioeconomic status, and school demographics plays a role in how schools may interpret accountability environments and implement teachers’ professional development. In all settings, school leaders need to purposefully focus on and retain collaborative professional development practices with teachers in the context of continued accountability pressures.

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Tabao, Shamseda Azis. "Unfolding Teachers’ Professional Development Through Public School Administrators’ Varying Practices For The K-12 Program." Conference Proceedings of Educational Paradigm, Systems and Strategies, no. 5 (November 28, 2020): 10–19. http://dx.doi.org/10.21016/5.062022.19.022o.

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There is no denying that professionals, including teachers, need to develop their knowledge and skills to be able to deliver their duties exemplarily. As expected, school heads should be supportive of the teachers’ quest. Hence, this study ventured to determine the practices of school heads that foster teachers’ professional development in terms of four aspects: (1) provisions of opportunities for professional growth; (2) assessment of teachers’ training needs; (3) conduct of in-service trainings; and (4) financial support. The investigation also included assessing the teachers’ development in terms of pedagogical knowledge and skills. A total of 172 teachers from seven (7) public high schools representing nine (9) districts of Marawi City, Philippines participated in this study. Data were collected through a survey questionnaire constructed based on the indicators of the Performance Appraisal System for School Administrators under Staff Development and the National Competency-Based Teachers Standards (NCBTS). Based on the findings, the respondents disclosed that their school heads show only moderate support for the first three aspects of professional development, with conducting of in-service trainings receiving the highest support among them. However, financial support for teachers’ professional development was low due to the lack of funds for public schools. These led to the conclusion that professional development is difficult to some teachers, especially in the context of the study, because school heads do not fully support them. Conspicuously, some impeding factors are behind this phenomenon, and immediate solutions are imperative to address such hindrances.

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Ali, Khalkhali, Shakibaei Zohreh, and R. Ghorban Nia. "The Indoor School Professional Development Project and Teachers Professional Competency." Procedia - Social and Behavioral Sciences 46 (2012): 998–1001. http://dx.doi.org/10.1016/j.sbspro.2012.05.237.

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Blum, H. Timothy, Dorothy Jean Yocom, Allen Trent, and Meredith Mclaughlin. "Professional Development: When Teachers Plan and Deliver Their Own." Rural Special Education Quarterly 24, no. 2 (June 2005): 18–21. http://dx.doi.org/10.1177/875687050502400204.

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Teachers at the University of Wyoming Lab School, a part of Albany County public schools, wanted to create a curriculum that provided all children equal access to high quality education in a caring environment that nurtured personal growth. Their approach found the Japanese Lesson Study format provided that vehicle. The researchers warn that it should not be assumed that this model translates flawlessly to U.S. schools. Their work describes how the program was altered for their school and the promising results they obtained.

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Forber-Pratt, Anjali J., America J. El Sheikh, Luz E. Robinson, Dorothy L. Espelage, Katherine M. Ingram, Alberto Valido, and Cagil Torgal. "Trauma-Informed Care in Schools: Perspectives From School Resource Officers and School Security Professionals During Professional Development Training." School Psychology Review 50, no. 2-3 (January 21, 2021): 344–59. http://dx.doi.org/10.1080/2372966x.2020.1832863.

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Brion, Corinne. "Learning Transfer: The Missing Linkage to Effective Professional Development." Journal of Cases in Educational Leadership 23, no. 3 (May 14, 2020): 32–47. http://dx.doi.org/10.1177/1555458920919473.

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This case study illustrates the perspectives of leaders and teachers regarding professional development and learning transfer as they relate to school improvement. The case study is set in a Midwestern middle school that is representative of many other American schools. It encourages future administrators to participate in meaningful conversations about effective professional development and learning transfer. The hope is to better understand how school leaders can plan, assess, and follow up post professional development events using a Multidimensional Model of Learning Transfer (MMLT). The case poses questions designed to prepare educational leaders to provide effective professional development for their teachers.

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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (September 4, 2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.

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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.

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Burk, Jill, and Pam Littleton. "Professional Development: Reflective Journals: Enhancing Mathematics Staff Development." Mathematics Teaching in the Middle School 1, no. 7 (November 1995): 576–83. http://dx.doi.org/10.5951/mtms.1.7.0576.

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In 1993 tarleton state university sponsored the Pre-Algebra Experience, which was developed to improve mathematics instruction in the middle grades with funding from the Eisenhower Mathematics and Science Program. The major goal of this project was to stress to middle school mathematics teachers the content necessary for students to succeed in high school algebra.

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Mukundan, Jayakaran, Vahid Nimehchisalem, and Reza Hajimohammadi. "How Malaysian School Teachers View Professional Development?" Journal of International Education Research (JIER) 7, no. 2 (May 2, 2011): 39–46. http://dx.doi.org/10.19030/jier.v7i2.4248.

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Kanokorn, Somprach, Popoonsak Pongtorn, and Tang Keow Ngang. "Collaborative Action Professional Development of School Principals." Procedia - Social and Behavioral Sciences 116 (February 2014): 77–81. http://dx.doi.org/10.1016/j.sbspro.2014.01.171.

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Devlin‐Scherer, Roberta, Lourdes Z. Mitchel, and Mary Mueller. "Lesson Study in a professional development school." Journal of Education for Teaching 33, no. 1 (January 29, 2007): 119–20. http://dx.doi.org/10.1080/02607470601098393.

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Cary, Lisa J. "The professional development school model: unpacking knowledge." International Journal of Leadership in Education 7, no. 4 (October 2004): 319–37. http://dx.doi.org/10.1080/13603120410001694522.

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Harris, Mary M., and Frances van Tassell. "The professional development school as learning organization." European Journal of Teacher Education 28, no. 2 (June 2005): 179–94. http://dx.doi.org/10.1080/02619760500093255.

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Abdal-Haqq, Ismat. "Unraveling the Professional Development School Equity Agenda." Peabody Journal of Education 74, no. 3 (July 1, 1999): 145–60. http://dx.doi.org/10.1207/s15327930pje7403&4_12.

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Ambrose, Tony, Dan Natale, Carole Murphey, and Diana Schumacher. "Professional Development School Partnerships: Reflections and Perspectives." Peabody Journal of Education 74, no. 3 (July 1, 1999): 289–99. http://dx.doi.org/10.1207/s15327930pje7403&4_22.

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