"Can I see your portfolio?" It's a phrase teachers will hear from their current administrators and potential employers. Portfolios capture an educator's teaching style, philosophy, and accomplishments, and lay them out for everyone to see. But portfolios are not only used for performance reviews, job searches, and promotion justifications; they also aid educators in long-term development and goal setting. Portfolios allow teachers to make a realistic evaluation of their own progress, and if necessary, adapt accordingly. Dr. Burke discusses the two major types of portfolios-professional growth and performance-and walks teachers through every aspect of developing and maintaining a useful piece. Teachers learn how to: Review resources Collect data Collaborate with peers Select and organize content Reflect on finished portfolio projects Complete with blacklines and a sample portfolio, this how-to guide is a keystone for a professional development library.
"This third edition represents the gold standard of resources for those working in the field of professional development. My staff and I highly recommend this book as a primary resource for designing and continuously improving professional development programs for teachers of science and mathematics. Unlike other resources, this unique and important book provides current research, an updated strategic planning framework, and access to a portfolio of best practices for informing your work." -Sally Goetz Shuler, Executive Director National Science Resources Center "In the 21st century when STEM education has become vital for our students and our nation and the importance of quality professional development has increased at least tenfold, this seminal work should be required reading for every education leader. It is both practical and scholarly in guiding a school toward a culture of continuous learning and improvement." -Harold Pratt, President, Science Curriculum Inc. Former President, National Science Teachers Association The classic guide for designing robust science and mathematics professional development programs! This expanded edition of one of the most widely cited resources in the field of professional learning for mathematics and science educators demonstrates how to design professional development for teachers that is directly linked to improving student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects current research on PD design, underscores how beliefs and local factors can influence the PD design, illustrates a wide range of PD strategies, and emphasizes the importance of: Continuous program monitoring Combining strategies to address diverse needs Building cultures that sustain learning An inspiring blend of theory and practical wisdom, Designing Professional Development for Teachers of Science and Mathematics remains a highly regarded reference for improving professional practice and student achievement.
"This third edition represents the gold standard of resources for those working in the field of professional development. My staff and I highly recommend this book as a primary resource for designing and continuously improving professional development programs for teachers of science and mathematics. Unlike other resources, this unique and important book provides current research, an updated strategic planning framework, and access to a portfolio of best practices for informing your work." -Sally Goetz Shuler, Executive Director National Science Resources Center "In the 21st century when STEM education has become vital for our students and our nation and the importance of quality professional development has increased at least tenfold, this seminal work should be required reading for every education leader. It is both practical and scholarly in guiding a school toward a culture of continuous learning and improvement." -Harold Pratt, President, Science Curriculum Inc. Former President, National Science Teachers Association The classic guide for designing robust science and mathematics professional development programs! This expanded edition of one of the most widely cited resources in the field of professional learning for mathematics and science educators demonstrates how to design professional development for teachers that is directly linked to improving student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects current research on PD design, underscores how beliefs and local factors can influence the PD design, illustrates a wide range of PD strategies, and emphasizes the importance of: Continuous program monitoring Combining strategies to address diverse needs Building cultures that sustain learning An inspiring blend of theory and practical wisdom, Designing Professional Development for Teachers of Science and Mathematics remains a highly regarded reference for improving professional practice and student achievement.
"A practical, easy-to-follow guide for moving toward positive change for schools." -Linda Diaz, Program Specialist for Professional Development Monroe County Schools, FL "Offers readers the guiding principles and essential ingredients that must be incorporated into successful professional development programs." -David Freitas, Professor Indiana University, South Bend Implement professional development practices that generate systemic change to improve teaching and learning! Enriching the professional lives of teachers is not only an art, but a science. This resource provides a research-validated road map for staff developers and principals to promote positive student outcomes and increase school performance through effective professional development. The new edition offers practical methods for designing staff development experiences that facilitate a high level of learning transfer into the classroom. Administrators and staff developers will find guidelines for professional development that fosters meaningful cognitive connections for participants and supports continuous academic improvement and lifelong learning for students. This substantially updated revision includes: A three-stage framework that helps ensure sustainable results Emphasis on mediated learning experiences and skillful coaching for adult learners A focus on the site-based professional developer's role as a champion for change The second edition of Designing Professional Development for Change offers a starting point for cultivating quality professional learning experiences that lead to improved classroom instruction.
"A practical, easy-to-follow guide for moving toward positive change for schools." -Linda Diaz, Program Specialist for Professional Development Monroe County Schools, FL "Offers readers the guiding principles and essential ingredients that must be incorporated into successful professional development programs." -David Freitas, Professor Indiana University, South Bend Implement professional development practices that generate systemic change to improve teaching and learning! Enriching the professional lives of teachers is not only an art, but a science. This resource provides a research-validated road map for staff developers and principals to promote positive student outcomes and increase school performance through effective professional development. The new edition offers practical methods for designing staff development experiences that facilitate a high level of learning transfer into the classroom. Administrators and staff developers will find guidelines for professional development that fosters meaningful cognitive connections for participants and supports continuous academic improvement and lifelong learning for students. This substantially updated revision includes: A three-stage framework that helps ensure sustainable results Emphasis on mediated learning experiences and skillful coaching for adult learners A focus on the site-based professional developer's role as a champion for change The second edition of Designing Professional Development for Change offers a starting point for cultivating quality professional learning experiences that lead to improved classroom instruction.
"This is the only book that takes a step-by-step approach to student assessment at the middle and secondary school levels. This book is a unique contribution to the field of evaluation and assessment." -John Hoyle, Professor of Educational Administration Texas A&M University Create objectives and assessments that tap into all levels of Bloom's Taxonomy! While today's curriculum is largely driven by standards, many teachers find the lack of specificity in the standards to be confounding and even intimidating. Now this practical book provides middle and high school teachers with explicit guidance on designing specific objectives and developing appropriate formative and summative assessments to guide instruction. The authors present an accessible model for developing unit and daily lesson plan objectives based on state and national content standards. Providing detailed examples for each level of Bloom's Taxonomy, including synthesis and evaluation, the book covers the major forms of assessment that allow teachers to measure students' understanding and mastery of the objectives. Teachers will learn how to: Unwrap state and national standards Understand how objectives and test items provide evidence of a particular level of knowledge Write measurable objectives for unit and daily lesson plans Develop appropriate assessments in the content areas This easy-to-follow resource gives teachers the tools to write specific, standards-based objectives and find the perfect assessments to measure their students' progress!
"This is the only book that takes a step-by-step approach to student assessment at the middle and secondary school levels. This book is a unique contribution to the field of evaluation and assessment." -John Hoyle, Professor of Educational Administration Texas A&M University Create objectives and assessments that tap into all levels of Bloom's Taxonomy! While today's curriculum is largely driven by standards, many teachers find the lack of specificity in the standards to be confounding and even intimidating. Now this practical book provides middle and high school teachers with explicit guidance on designing specific objectives and developing appropriate formative and summative assessments to guide instruction. The authors present an accessible model for developing unit and daily lesson plan objectives based on state and national content standards. Providing detailed examples for each level of Bloom's Taxonomy, including synthesis and evaluation, the book covers the major forms of assessment that allow teachers to measure students' understanding and mastery of the objectives. Teachers will learn how to: Unwrap state and national standards Understand how objectives and test items provide evidence of a particular level of knowledge Write measurable objectives for unit and daily lesson plans Develop appropriate assessments in the content areas This easy-to-follow resource gives teachers the tools to write specific, standards-based objectives and find the perfect assessments to measure their students' progress!
Making Best Practices Work in Standards-Based Classrooms
"A fresh new approach that strengthens the need for teaching with creative thinking strategies for administrative leadership teams. Few textbooks have such detailed examples combined with the background study of best practices. The authors have great credibility, experience, resources, and abundant research to support their proposal. A very well-written text offering ample review of the research." -Sara E. Spruce, Professor of Education Olivet Nazarene University Use this research-based instructional model to meet students' achievement goals! As the achievement gap between advantaged and disadvantaged students gets wider, teachers and administrators need a proven process to help all students meet the requirements of NCLB. This practitioner-friendly guidebook provides a step-by-step approach to a complete standards-based curriculum and the integration of best practices into the delivery and assessment of instruction in every classroom. The authors present three capacity-building features of the design process: (1) training for building leadership teams to help teachers plan and lead the reform process, (2) stewardship training to assist district administrators and principals in supporting and sustaining the implemented reforms, and (3) a collaborative observation process to help teachers work together and in partnership with principals to monitor and improve classroom instruction. Offering an education model that has been field-tested with more than 50 school districts in the U.S. and Canada, this book shows school leaders how to maximize collaborative observation and other team leadership processes to integrate reforms into a school's existing culture. Educators will learn ways to: Integrate instructional design with successful instructional reform Strengthen the learning culture through standards Develop effective performance indicators Apply curriculum mapping to instructional design Designing Instruction supports teachers and administrators working together to raise student achievement by using proven instructional design and best practices.
`Intriguing ways of explaining the concepts of constructivist education. Excellent analogies and examples!' - Maryellen Towey Schultz, Assistant Professor of Education, Nebraska Wesleyan University The purpose of the Constructivist Learning Design is to offer teachers and students of teaching a way to think about organizing for learning by ......
