The article introduces the reader to a special issue of "NHSA Dialog" that focuses on the professional development (PD) of early childhood educators. The article opens with a perspective from a historical lens, namely that of PD in K-12 education and the evolution of Learning Forward, formerly the National Staff Development Council. The recently…

This paper presents findings from a larger, qualitative study that explored the potential of a school-based teacher community of practice as a model for a transformative form of teacher professional development. This paper reports on initial findings from a grounded theory exploration of the factors that facilitated and constrained the evolution…

This study examined the application and perceived effectiveness of the Council for the Advancement of Standards (CAS) in a community college Student Affairs Division. The two research questions were as follows: (1) How does a Community College apply CAS standards? (2) What is the perceived effectiveness of applying those standards? A case study…

Using social realist theory and critical discourse analysis, this article examines a number of discourses which construct academic staff attitudes to teaching and learning in their disciplines. It seeks to explain academics' resistance to engaging in activities aimed at professionalising academic practice. The research described in the article…

This paper argues that school professionals' attitudes to continuing professional development (CPD) fall into identifiable types, which influence their involvement with CPD. In order to consider appropriate support for staff to take up relevant CPD, this paper aims to identify what these attitudes are. To this end, a model developed as an outcome…

Over the past six years, the authors have been project leaders for three distance education initiatives in Cape Verde and Mozambique: (1) a blended learning master's degree in multimedia in education for faculty in Cape Verdean public higher education institutions (2005-2008); (2) a teacher training programme for 1375 elementary teachers provided…

The requirement in the USA of the No Child Left Behind Act (2002) that every classroom has a highly qualified teacher, coupled with the current high-stakes testing environment, creates the need for all principals to be knowledgeable about quality staff development systems. One aspect of effective staff development is whether teachers adopt the…

In this article, the author laments that too much of what goes on in schools are shaped by politicians who are more interested in winning elections than in winning good futures for children, who know that being tough but simplistic about "getting results" wins votes, whether or not it fosters learning. As such, the author calls on school leaders…

Never before has the need been so great for classroom teachers to become agents of change and position themselves as problem solvers at the school building level. Teachers are uniquely positioned to assume leadership roles on a variety of tasks that could transform schools from more traditional workplaces into professional learning communities.…

Purpose: Leadership is a key commodity in twenty-first century organizations. This is especially true for school organizations. This paper aims to respond to six questions about head teachers and leadership of basic schools. Design/methodology/approach: Head teachers responded to survey items about proficiencies required for effective leadership…

Recognizing that student achievement is intrinsically linked to high-quality teaching, Jodi Peine offers an invaluable guide that helps educational leaders strengthen teachers' instructional practice with an individualized and robust professional development process. The author provides administrators and staff developers with step-by-step…

Professional development from the school system's point of view is a planned, comprehensive, and systemic program designed by a school system to improve all school personnel's ability to design, implement, and assess productive change in each individual and in the school organization. This booklet provides an overview of and strategies to…

Education Matters, with the agreement of the Edna Clark McConnell Foundation and two San Diego City, California, middle schools, has been studying the ways in which these two schools have been organizing professional development to improve teaching and learning in the context of San Diego's reform agenda. The Clark Foundation had awarded funds for…

Educators involved in staff development share insights about changes in the field over 25 years, discussing staff development as a professional function, reflections from a founder of the National Staff Development Council, professional advances, staff development as a major force for educational change, and blending individual development with…

Staff development as a transferable package of bite-sized knowledge pieces is outdated. To implement reform plans, teachers must be able to discuss, think about, try out, and hone new practices. Teachers can learn by observing children, adopting new subject-matter approaches, using strategies for learning together, integrating assessment with…