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By Susan Loucks-Horsley, Katherine E. Stiles, Susan E. Mundry, Nancy B. Love, Peter W. Hewson

The vintage consultant for designing powerful technological know-how and arithmetic expert improvement programs!


This elevated variation of 1 of the main commonly mentioned assets within the box improvement for arithmetic and technological know-how educators demonstrates tips on how to layout specialist improvement reviews for academics that bring about superior pupil studying. proposing an up to date specialist improvement (PD) making plans framework, the 3rd version of the bestseller displays contemporary learn on PD layout, underscores how ideals and native components can effect PD layout, illustrates a variety of PD innovations, and emphasizes the significance of:

  • Continuous software monitoring
  • Combining innovations to handle different needs
  • Building cultures that maintain learning

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Additional info for Designing Professional Development for Teachers of Science and Mathematics

Sample text

Stand on the shoulders of giants” by consulting the extensive knowledge bases that can inform the professional development work, and consider how the beliefs operating in your context align with the research. 2. Context. Understand the unique features of the local context and use that information to inform the design. 3. Critical issues. Pay attention to issues that may influence the success and impact of any professional development, and plan ahead to address them. 4. Strategies. Consider a wide range of professional development strategies; choose ones most aligned with your goals, match the needs of the audience, and support teachers to learn and grow over time.

Proactive planners anticipate these issues and begin grappling with them in the initial design phase. As the program is implemented, they keep these issues in the forefront, confronting obstacles and creating opportunities to better respond to these challenges. The critical issues defy easy solutions. They are the “tough nuts” that professional developers work to crack as they design and provide learning experiences for teachers. A Framework for Designing Professional Development Chapter 4 examines these issues in all of their complexity, summarizing research, offering examples of best practice, and posing enduring, unresolved questions.

The design framework itself, introduced in Chapter 1 and discussed with illustrations in Chapter 6, can be used by professional developers to design new programs or improve current programs. Beginning with these chapters will immerse the reader immediately into the dynamic world of decision making about professional development. An alternative is reading the chapters sequentially, in which case different inputs into professional development programs are introduced one by one—the knowledge base, context, critical issues, and strategies— combining increasingly more considerations about professional development design by the time the actual planning and implementation process is illustrated in Chapter 6.

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