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Armstrong, Anthony – Journal of Staff Development, 2013
The growing acceptance of collaboration as a necessity in high-quality learning has fueled the rapid growth of online tools to better support educators. Technological tools require an investment of time and energy to properly explore and evaluate. Unfortunately, the number of collaboration tools that have appeared in recent years makes it almost…
Descriptors: Cooperation, Internet, Educational Change, Evaluation
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Jolly, Anne – Journal of Staff Development, 2013
Learning teams must take many steps in making their time together meaningful and productive. Once teams know what they are setting out to accomplish through careful data analysis, their next step is to create a plan to guide their journey. Through this planning process, collaborative teams make clear their assumptions and beliefs about the work…
Descriptors: Student Needs, Educational Change, Reading Comprehension, Professional Development
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Killion, Joellen – Journal of Staff Development, 2016
The major challenge with time is finding it. Current school-day schedules and school-year calendars are leaner than ever because of budget reductions. States and districts have implemented furlough days to balance lean-and-mean budgets that show no sign of improving. Few are willing to take the leap toward reducing instructional time to improve…
Descriptors: Time Factors (Learning), Time Management, Time on Task, Cooperative Learning
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Belchetz, Denese; Witherow, Kathy – Journal of Staff Development, 2014
The York Region District School Board is recognized as a high-performing district in Ontario, Canada, and has also garnered international attention. Visitors from across Canada, as well as Singapore, Finland, England, Scotland, Holland, the Bahamas, Korea, China, and Taiwan, have come to learn about its system and observe the teaching, learning,…
Descriptors: Foreign Countries, Educational Change, School Districts, Best Practices
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Holcomb, Edie – Journal of Staff Development, 2013
Learning Forward's Data standard advocates using data from a variety of sources and types--including student, educator, and system data--to plan, assess, and evaluate professional learning. This presents several challenges, beginning with the emphasis on a variety of sources and types. The pressures of No Child Left Behind have focused American…
Descriptors: Academic Achievement, High Stakes Tests, Educational Indicators, Federal Programs
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Wahlstrom, Kyla L.; York-Barr, Jennifer – Journal of Staff Development, 2011
The critical role that leadership plays in student learning is documented in a six-year research study funded by The Wallace Foundation that examined the effect of leadership on learning. From that research, professional development emerges as a primary vehicle for authentic and sustainable school improvement. The voices in interviews of nearly…
Descriptors: Academic Achievement, Educational Change, Professional Development, Leadership
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Gleason, Sonia Caus; Gerzon, Nancy – Journal of Staff Development, 2014
How does professional learning look and feel in high-poverty schools where every student makes at least one year's worth of progress every year? How do schools and leaders put all the varied components of professional learning together so that they support all students learning every day? What professional learning grounds and sustains educators…
Descriptors: High Achievement, Effective Schools Research, Institutional Characteristics, Equal Education
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Mizell, Hayes – Journal of Staff Development, 2012
An advocate for professional learning believes deeply that it is essential for educators to not only learn throughout their careers but to use their learning to become increasingly proficient over time. The advocate buttresses this belief with knowledge of specific processes and practices that constitute effective professional learning. Some…
Descriptors: Professional Development, Advocacy, Persistence, Leadership
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Samaras, Anastasia; Roberts, Libbie – Journal of Staff Development, 2011
Self-study teacher research is designed to encourage teachers to be agents of their own reform initiatives while working collaboratively with school colleagues. It has proven useful to an array of educators coming from multiple disciplines and programs. In self-study, teachers critically examine their actions and the context of those actions as a…
Descriptors: Action Research, Educational Change, Teacher Improvement, Academic Achievement
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Desimone, Laura – Journal of Staff Development, 2011
In this article, the author discusses content focus and coherence, which are fundamental to professional development that helps teachers boost student learning. Learning Forward's Outcomes standard emphasizes that teacher learning should be focused on subject-matter content and how students learn that content, and consistent with the individual,…
Descriptors: Faculty Development, Professional Development, Academic Achievement, Pedagogical Content Knowledge
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Hill, Rachelle; Rapp, Lori – Journal of Staff Development, 2012
Schools and districts are inundated with data from a variety of sources. As a result, using data to guide instructional planning can be daunting for teachers and schools. While schools and districts are dealing with shrinking budgets and growing demands for high student achievement, an investment in school-based coaching can provide exponential…
Descriptors: Teaching Methods, Educational Change, Data Analysis, Coaching (Performance)
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Slabine, Nancy Ames – Journal of Staff Development, 2012
Without adequate time and resources, it is impossible for school districts and schools to support professional learning that leads to effective teaching practices, supportive leadership, and improved student results. That's why one of the seven new standards in Learning Forward's Standards for Professional Learning focuses specifically on…
Descriptors: Teacher Effectiveness, Teaching Methods, Professional Development, Educational Change
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Anderson, Andrea; Steffen, Beth; Wiese, Chad; King, M. Bruce – Journal of Staff Development, 2014
While teachers face new expectations for student learning and more equitable educational outcomes, instruction and assessment remain rooted in traditional approaches that are largely inequitable, culturally irrelevant, and intellectually disengaging, contributing to gaps in academic achievement across student groups (Darling-Hammond, 2010; King…
Descriptors: Academic Achievement, Outcomes of Education, Achievement Gap, Instructional Effectiveness
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Antonovich, Jane; Jones, Kelly; Hoffman, Deborah – Journal of Staff Development, 2012
Some schools make significant contributions to a child's growth and development with little to show on a standardized test, while other schools do little, with acceptable results on those same tests. This article describes how Lincoln Elementary School in Madison, Wisconsin, made creative use of resources to promote student achievement and meet…
Descriptors: Academic Achievement, Educational Indicators, Elementary School Students, Professional Development
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Lachman, Andrew; Wlodarczyk, Steven – Journal of Staff Development, 2011
As anyone in a partnership--a marriage, a business, a professional relationship--will attest, it takes hard work and energy, time and persistence, and reciprocal commitment to make a partnership successful. Writing from the perspective of an external partner, the authors explore lessons learned from eight years of working with public school…
Descriptors: Instructional Improvement, School Districts, Partnerships in Education, Public Schools
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