Handbook of Professional Development in Education

Successful Models and Practices, PreK-12

Edited by Linda E. Martin, Sherry Kragler, Diana J. Quatroche, and Kathryn L. Bauserman
Foreword by Andy Hargreaves

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April 15, 2014
ISBN 9781462515219
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562 Pages
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October 13, 2015
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562 Pages
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April 16, 2014
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This comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards.Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.

“Have you set a goal to do some professional reading this summer? Before heading to your favorite chair, pick up the…Handbook of Professional Development in Education....This handbook offers a synthesis of current knowledge of effective practices in professional learning for teachers....The editors and most of the fifty contributing authors are researchers and faculty members of preservice higher education programs. Over the years, I have studied the work of several of the participating authors and admire their commitment to improving professional development through research, publications, and their outreach to educational leaders and practitioners....The scope of the handbook is comprehensive, and highly relevant topics receive in-depth treatment. It is well organized; each chapter begins with a list of key points and ends with questions for discussions....Characteristics of successful professional development are identified in the preface and elaborated upon throughout the handbook....Should prove to be a tremendous resource to state leaders who are wrestling with the complexities of many of the issues discussed in the handbook.”

CCSSO State Consortium on Educator Effectiveness website


“Finally, an evidence-based source for PD is available! Martin and her colleagues have done a stellar job of presenting the best of scholarship in a usable reference. Anyone who does PD needs a copy of this handbook to study and use in design and implementation. This volume provides the foundation for ensuring that teachers have the support and knowledge to bring their students to world-class standards.”

—Elfrieda H. Hiebert, PhD, President and CEO, TextProject, Inc.


“This rich volume takes theories of school-based teacher learning and demonstrates what they look like in action. At the heart of the Handbook is a focus on aligning PD to outcomes for students. Chapter authors are highly engaged scholars and leaders in the field whose voices ring with wisdom and experience. I especially appreciate the way the book moves from the big-picture 'whys' of PD to the fine-grained 'whats' and 'hows' of sustaining ongoing school improvement. The complexities of PD are explored, such as the tensions that may surface when policy decisions and evidence-based practices are at odds. Authors clearly articulate the challenges, successes, and next steps for moving the teaching profession forward. Educational leaders, instructional coaches, and teacher educators will profit from using this handbook, and it is an important resource for graduate courses.”

—Lori Helman, PhD, Department of Curriculum and Instruction, and Director, Minnesota Center for Reading Research, University of Minnesota


“A prodigious achievement. Professional development is a critical topic in the field of education improvement, and until now there has been no place that one could go to obtain a comprehensive, in-depth treatment. The Handbook fills this gap. With 25 key chapters and eight case studies, there is no other resource in the literature like it. This is a great accomplishment that will serve the field for the next decade.”

—Michael Fullan, PhD, Ontario Institute for Studies in Education (Emeritus), University of Toronto, Canada

Table of Contents

Foreword, Andy Hargreaves

I. Professional Development, Past and Present

1. Teachers as Professionals: Evolving Definitions of Staff Development, Ann Lieberman & Lynne Miller

2. Federal Investments in Professional Development: What Do 50 Years of Experience Tell Us about What It Takes to Make a Difference?, Richard Long

3. High-Quality Research-Based Professional Development: An Essential for Enhancing High-Quality Teaching, Allison Swan Dagen & Rita M. Bean

II. The Complexity of Professional Development in Today's Schools

4. Shaping the Contours of Professional Development, PreK–12: Successful Models and Practices, D. Ray Reutzel & Sarah K. Clark

5. Changing the Relationship between Professional Development Policy and the Practitioner's Role, Ann Jaquith

6. Communities, Schools, and Teachers, Mavis G. Sanders & Claudia Galindo

7. District Issues: Administrators at All Levels Involved In Teachers’ Professional Development, Marilyn Tallerico

8. Sociocultural Approaches to Professional Development: Supporting Sustainable School Change, Taffy E. Raphael, Jaime Madison Vasquez, Angela Joy Fortune, James R. Gavelek, & Kathryn H. Au

9. Professional Development in Early Childhood Education: Models and Recommendations, Maryann Mraz & Brian Kissel

10. The Design and Implementation of Effective Professional Development in Elementary and Early Childhood Settings, Priscilla L. Griffith, Jiening Ruan, Jennifer Stepp, & Susan J. Kimmel

11. Effective Professional Development in Secondary Schools, Douglas Fisher & Nancy Frey

III. Developing Solutions for Effective Professional Development

12. Characteristics of Adult Learning: Implications for the Design and Implementation of Professional Development Programs, Ruth L. Rohlwing & Maureen Spelman

13. Focusing Attention on Beliefs about Capability and Knowledge in Teachers’ Professional Development, Megan Tschannen-Moran & Jason A. Chen

14. Investing in Youth by Investing in Teachers: Transforming Adolescent Literacy through Responsive Professional Development, William G. Brozo

15. Involving Teachers in Their Own Professional Development, Peter Youngs & John Lane

16. Using Action Research to Target and Generate Professional Learning, Jennifer Jacobs & Diane Yendol-Hoppey

17. Leading Professional Learning in Districts with a Student Learning Culture, William A. Firestone & Melinda M. Mangin

18. Developing Partnerships through Collaboration to Promote Professional Development, Shelley B. Wepner

19. Content Knowledge for Teaching: Framing Effective Professional Development, Jennifer Merriman

20. Standards-Based Professional Learning and Certification: By the Profession, for the Profession, Lawrence Ingvarson

21. The School as a Center of Inquiry, Bruce Joyce & Emily F. Calhoun

22. Supporting Professional Growth through External Resources, Diana J. Quatroche, Kathryn L. Bauserman, & Leah Nellis

III. Pulling It Together

23. Measuring the Effectiveness of Educators’ Professional Development, Thomas R. Guskey

24. Sustaining Teacher Professional Development, Laura M. Desimone & Daniel Stuckey

25. Lessons Learned: What Our History and Research Tell Us about Teachers’ Professional Learning, Sherry Kragler, Linda E. Martin, & Ruth Sylvester

Appendix. Case Studies: Successful Schools That Have Supported Teachers' Professional Development


About the Editors

Linda E. Martin, EdD, is Professor of Elementary Education at Teachers College, Ball State University, where she serves as Director of Doctoral Programs for the Department of Elementary Education. For over two decades, she has worked with teachers across grades to develop effective literacy practices. Dr. Martin served for 7 years as a professional development liaison for Ball State, and helped to implement two large grants focused on teachers' literacy instruction in urban schools in the Midwest.

Sherry Kragler, PhD, is Associate Professor of Childhood Education and Literacy Studies at the University of South Florida. She was previously a classroom teacher, curriculum specialist, and Title I reading teacher/coordinator. Dr. Kragler has worked with primary-grades teachers to improve their reading instruction and has conducted professional development programs on content-area reading, comprehension instruction, portfolio assessment, and other areas.

Diana J. Quatroche, PhD, is Professor and Chair of the Department of Elementary, Early, and Special Education in the Bayh College of Education at Indiana State University. In addition to her classroom teaching experience, she has supervised school reading programs and coordinated Title I reading programs. She served for 6 years as a professional development liaison for Indiana State University, and developed the first professional development school while a faculty member at Southeast Missouri State University.

Kathryn L. Bauserman, PhD, is Associate Professor in the Department of Elementary, Early, and Special Education in the Bayh College of Education at Indiana State University. She has cowritten and codirected five different 2-year grant projects in Indiana that focus on graduate-level teacher professional development through workshops for teachers.

Contributors

Kathryn H. Au, PhD, SchoolRise LLC, Honolulu, Hawaii

Kathryn L. Bauserman, PhD, Department of Elementary, Early, and Special Education, Bayh College of Education, Indiana State University, Terre Haute, Indiana

Rita M. Bean, PhD, Department of Instruction and Learning, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania

William G. Brozo, PhD, Graduate School of Education, George Mason University, Fairfax, Virginia

Emily F. Calhoun, EdD, The Phoenix Alliance, St. Simons Island, Georgia

Jason A. Chen, PhD, School of Education, College of William and Mary, Williamsburg, Virginia

Sarah K. Clark, PhD, School of Teacher Education and Leadership, Emma Eccles Jones College of Education and Human Services, Utah State University, Logan, Utah

Allison Swan Dagen, PhD, Department of Curriculum and Instruction/Literacy Studies, College of Education and Human Services, West Virginia University, Morgantown, West Virginia

Laura M. Desimone, PhD, Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania

William A. Firestone, PhD, Department of Educational Theory, Policy and Administration, Graduate School of Education, Rutgers University, New Brunswick, New Jersey

Douglas Fisher, PhD, Department of Educational Leadership, San Diego State University, San Diego, California

Angela Joy Fortune, MEd, Department of Curriculum and Instruction, College of Education, University of Illinois at Chicago, Chicago, Illinois

Nancy Frey, PhD, Department of Educational Leadership, San Diego State University, San Diego, California

Claudia Galindo, PhD, Language, Literacy, Culture, and Social Inquiry Program, College of Education, University of Maryland, Baltimore, Maryland

James R. Gavelek, PhD, Department of Curriculum and Instruction, College of Education, University of Illinois at Chicago, Chicago, Illinois

Priscilla L. Griffith, PhD, Department of Instructional Leadership and Academic Curriculum, Jeannine Rainbolt College of Education, University of Oklahoma, Norman, Oklahoma

Thomas R. Guskey, PhD, Department of Educational, School, and Counseling Psychology, College of Education, University of Kentucky, Lexington, Kentucky

Andy Hargreaves, PhD, Department of Teacher Education, Lynch School of Education, Boston College, Boston, Massachusetts

Lawrence Ingvarson, PhD, Australian Council for Educational Research, Camberwell, Victoria, Australia

Jennifer Jacobs, PhD, Department of Childhood Education and Literacy Studies, College of Education, University of South Florida, Tampa, Florida

Ann Jaquith, PhD, Stanford Center for Opportunity Policy in Education, Stanford University, Stanford, California

Bruce Joyce, BA, Booksend Laboratories, St. Simons Island, Georgia

Susan Kimmel, PhD, Center for Early Childhood Professional Development, College of Continuing Education, University of Oklahoma

Brian Kissel, PhD, Department of Reading and Elementary Education, College of Education, University of North Carolina, Charlotte, North Carolina

Sherry Kragler, PhD, Department of Childhood Education and Literacy Studies, College of Education, University of South Florida, Tampa, Florida

John Lane, MA, Educational Policy Program, College of Education, Michigan State University, East Lansing, Michigan

Ann Lieberman, EdD, Stanford Center for Opportunity Policy in Education, Stanford University, Stanford, California

Richard Long, EdD, International Reading Association, Washington, DC

Melinda M. Mangin, PhD, Department of Educational Theory, Policy and Administration, Graduate School of Education, Rutgers University, New Brunswick, New Jersey

Linda E. Martin, EdD, Department of Elementary Education, Teachers College, Ball State University, Muncie, Indiana

Jennifer Merriman, PhD, The College Board, Newtown, Pennsylvania

Lynne Miller, EdD, Educational Leadership Program, University of Southern Maine, Gorham, Maine

Maryann Mraz, PhD, Department of Reading and Elementary Education, College of Education, University of North Carolina, Charlotte, North Carolina

Leah Nellis, PhD, Department of Communication Disorders and Counseling, School, and Educational Psychology, College of Education, Indiana State University, Terre Haute, Indiana

Diana J. Quatroche, PhD, Department of Elementary, Early, and Special Education, College of Education, Indiana State University, Terre Haute, Indiana

Taffy E. Raphael, PhD, Department of Curriculum and Instruction, College of Education, University of Illinois at Chicago, Chicago, Illinois

D. Ray Reutzel, PhD, Emma Eccles Jones College of Education and Human Services, Utah State University, Logan, Utah

Ruth L. Rohlwing, EdD, School of Education, Saint Xavier University, Chicago, Illinois

Jiening Ruan, PhD, Department of Instructional Leadership and Academic Curriculum, Jeannine Rainbolt College of Education, University of Oklahoma, Norman, Oklahoma

Mavis G. Sanders, PhD, Language, Literacy, and Culture Program, College of Education, University of Maryland, Baltimore, Maryland

Maureen Spelman, EdD, School of Education, Saint Xavier University, Chicago, Illinois

Jennifer Stepp, MEd, Hardman Center for Children with Learning Disabilities, Jeannine Rainbolt College of Education, University of Oklahoma, Norman, Oklahoma

Daniel Stuckey, PhD, Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania

Ruth Sylvester, PhD, Department of Childhood Education and Literacy Studies, College of Education, University of South Florida, Tampa, Florida

Marilyn Tallerico, PhD, Educational Leadership Program, Graduate School of Education, Binghamton University, State University of New York, Binghamton, New York

Megan Tschannen-Moran, PhD, School of Education, College of William and Mary, Williamsburg, Virginia

Jaime Madison Vasquez, MEd, Department of Curriculum and Instruction, College of Education, University of Illinois at Chicago, Chicago, Illinois

Shelley B. Wepner, EdD, School of Education, Manhattanville College, Purchase, New York

Diane Yendol-Hoppey, PhD, Department of Childhood Education and Literacy Studies, College of Education, University of South Florida, Tampa, Florida

Peter Youngs, PhD, Department of Teacher Education, College of Education, Michigan State University, East Lansing, Michigan

Audience

PreK–12 staff developers, administrators, and academic coaches; education researchers and policymakers; teacher educators and graduate students.

Course Use

May serve as a text in such courses as Educational Leadership, Education Policy and Management, and Leadership for School Improvement.