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professional_development

Page history last edited by Judi Moreillon 4 years, 11 months ago

Job-Embedded Professional Development

 

“The single most effective way in which principals can function as staff development leaders is providing a school context that fosters job-embedded professional development” (DuFour, 2001, pp. 14–15). School principals are central figures in building a culture of collaboration within the school learning community. They must provide educators with time to coplan during contract hours. They can support coteaching by endorsing collaborative teaching for performance evaluations and by spotlighting effective collaborative teaching in faculty meetings and in newsletters to families. As instructional leaders, principals are pivotal in establishing value for collaborative teaching.

 

DuFour, R. (2001). In the right context: The effective leader concentrates on a foundation of programs, procedures, beliefs, expectations, and habits. Journal of Staff Development 22 (1): 14-17.

 

Professional Development at the Point of Practice

 

"Adult learning in schools is best implemented at the point of practice. My experience as both a literacy coach and as a school librarian confirms Zmuda and Harada’s assertion, 'Informal leaders are better suited to coaching the work at the classroom level based on identified learning principles and practices, whereas formal leaders are better suited to the enforcement of such principles and practices' (2008, 31). School librarians, who wisely create a shared professional development space in the library and its accompanying computer labs, offer colleagues an opportunity to model and practice lifelong learning alongside them in a non-threatening environment. Some have called this model the 'Information Commons,' where student learning and curriculum and professional development are focused in the physical and virtual space of the school library (Loertscher, Koechlin, & Zwann, 2008)" (Moreillon, 2013).

 

Loertscher, D. V., Koechlin, C. & Zwann, S. (2008). The new learning commons: Where learners win. Salt Lake City: Hi Willow.

 

Moreillon, J. (2013). Coteaching reading comprehension strategies in secondary school libraries: Maximizing your impact. Chicago: ALA Editions.

 

Zmuda, A. & Harada, V. H. (2008). Librarians as learning specialists: Meeting the learning imperative for the 21st century. Westport, CT: Libraries Unlimited.

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