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Professional development : what works / Sally J. Zepeda.

Professional development : what works / Sally J. Zepeda.
Catalogue Information
Field name Details
Record Number 19810
ISBN 9781138230156
Location 370.711 ZEP
Author Zepeda, Sally J., 1956- author.
Title Professional development : what works / Sally J. Zepeda.
Edition Third edition.
Published New York ; London : Routledge, Taylor & Francis Group, 2019.
Collation 236 pages
Content types text
Contents Note Cover -- Half Title -- Series -- Title -- Copyright -- Dedication -- Contents -- Detailed Contents -- Meet the Author -- Preface -- Acknowledgments -- Part 1: Foundations of Job-embedded Professional Learning -- 1: Championing Professional Learning -- Shifting Language: From Professional Development to Job-embedded Professional Learning -- Why the Urgency? -- Federal Legislation and Professional Development -- Bringing Out the Best in Teachers -- Supporting Student and Teacher Learning -- Lessons Learned from the Research on Professional Development -- Chapter Conclusion -- 2: Professional and Job-embedded Learning -- Effective Professional Learning Practices -- The Nexus Between Professional Development and Adult Learning -- Job-embedded Learning -- The Conditions Needed to Support Job-embedded Learning Opportunities -- Implications for School Leaders -- Chapter Conclusion -- 3: Adult Learning and Professional Growth -- The Principles of Adult Learning -- Setting the Tempo for Professional Development and the Adult Learner -- Looking Across the Teacher Career-stage Continuum -- Motivation and Adult Learning -- Principals Draw Out the Very Best Efforts in Teachers by . . . -- Chapter Conclusion -- 4: Framing Professional Learning Efforts -- Baseline Considerations -- Planning for Professional Development -- Identifying Professional Development Needs -- Finding Time for Professional Development -- Pulling It Together -- Connecting Classroom Observations and Professional Development -- Chapter Conclusion -- 5: Assessing Professional Learning: Did Things Stick? -- Assessment -- Change -- Concerns-Based Adoption Model (CBAM) -- Transfer -- After Professional Development, Then What? -- Chapter Conclusion -- Part 2: Processes and Models that Support Job-embedded Professional Learning -- 6: Learning Communities -- What We Know About Learning Communities.
Leadership Practices That Sustain Learning Communities -- Characteristics of Learning Communities -- Learning Communities Promote a Common Vision -- Teacher Leadership in Learning Communities -- Chapter Conclusion -- 7: Coaching -- Coaching -- Cognitive Coaching -- Instructional Coaching -- Peer Coaching -- Conditions for Successful Peer Coaching Training -- Embedding Coaching in Other Forms of Professional Development -- Chapter Conclusion -- 8: Collaborative Teacher Development: Teacher Study Groups, Whole-faculty Study Groups, and Book Studies -- Collaborative Teacher Development -- Teacher Study Groups -- The Role of the Principal in Teacher Study Groups -- Whole-faculty Study Groups -- The Role of the Principal in Whole-faculty Study Groups -- Differences between Study Groups and Whole-faculty Study Groups -- Book Studies -- Chapter Conclusion -- 9: Critical Friends -- What Is a Critical Friends Group? -- Goals and the Work of Critical Friends Groups -- Strong Groups: The Bedrock of Success for Critical Friends Groups -- Time and the Job-embedded Nature of Critical Friends Groups -- Maintaining the Work of Critical Friends Groups -- Critical Friends Facilitators -- Critical Friends Protocols -- Implications for Leadership -- Chapter Conclusion -- 10: Lesson Study -- Lesson Study -- The Lesson Study Process -- Implications for Professional Development -- Challenges for Lesson Study Implementation -- Focusing on Student Work as Professional Development -- Chapter Conclusion -- 11: Action Research -- Why Engage in Action Research? -- The Action Research Model -- Getting Started with Action Research as a Form of Professional Development -- The Importance of Reflection in the Action Research Process -- Leadership Needed to Support Action Research -- Chapter Conclusion -- 12: Portfolios -- Historical Context of Portfolios -- What Is a Portfolio?.
Using the Portfolio to Extend Peer Coaching and Instructional Supervision -- A Model of Portfolio Supervision-and by Extension, Peer Coaching -- Essential Skills: Reflection, Goal-setting, and Decision-making -- Extending Action Research through the Portfolio -- Chapter Conclusion -- 13: Stepping Up to the Plate -- A Quick Refresher on Professional Job-embedded Learning -- Key Takeaways -- What's Next? -- Index.
Topical Term Teachers -- Training of -- United States
School principals -- Training of -- United States
Career development -- United States
Internet Site https://ebookcentral.proquest.com/lib/qut/detail.action?docID=5724662
Catalogue Information 19810 Beginning of record . Catalogue Information 19810 Top of page .
Item Information
Barcode Shelf Location Collection Volume Ref. Status Due Date Res.
TF1272251 370.711 ZEP
Loan   . Available .  
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