TNTP Mirage 2015. Kraft papay prof env teacher development eepa full. Steinberg kraft 2017 design of teacher eval systems manuscript. Kraft gilmour widget effect 032117. Blazar kraft 2017 teacher and teaching effects on students attitudes and behaviors eepa. Papay and kraft ed leadership may 2016. Matthew A. Kraft. . .
Educational Administration Quarterly [Internet]. 2015;51 (5) :753-790. Purpose We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers’ work in high-poverty, urban schools. We describe six schools’ organizational responses to these uncertainties, analyze how these responses reflect more open- versus closed-system approaches, and examine how this orientation affects teachers’ work. Research Methods We draw on interviews with a diverse set of 95 teachers and administrators across a purposive sample of six high-poverty, urban schools in one district. Findings We find that students introduced considerable uncertainty into teachers’ work.
Conclusions Traditional public schools are open systems, and require systematic organizational responses to address the uncertainty introduced by their environments. Developing Great Teaching Report. Robinson Summary Extended Version. Shaping CPD report 2015. Shaping CPD Report 2016. New 2016 report Is worrying about teacher recruitment futile unless we solve the retention crisis?
Download the free report to discover: Key findings and recommendations from the conferenceAdvice for building and maintaining personal and professional efficacyWhy career-long professional learning is so important and what it looks likeHow to develop a healthy professional learning cultureWhat can be done at a teacher, school and wider system level to make it a reality “We are not going to get better outcomes if we don’t have better teachers, so let’s just invest in them.” – Tim Matthews, Deputy Head at Oriel High School. #ShapingCPD Watch the #ShapingCPD conference highlights: View the presentation slides from #ShapingCPD 2016. Going Beyond CPD. Brilliant Teaching & Training in FE and Skills. Mirage 2015. 10 strong claims about successful school leadership. How does PD improve teaching? Teacher Professional Learning and Development. Teacher Development Research Review.
Accomplished California Teachers (2012).
Promoting Quality Teaching: New Approaches to Compensation and Career Pathways (PDF). Stanford, CA: National Board Resource Center, Stanford University. This report reviews the research and theory-based recommendations for education leaders to use in developing systems of teacher advancement that promote student learning and educational opportunity. The report provides vivid descriptions of teacher leadership roles and emphasizes the need to support effective teaching in all education contexts, as well as the highest-needs contexts, such as economically disadvantaged schools and correctional facilities. Allen, J.P., Pianta, R.C., Gregory, A., Mikami, A.Y., and Lun, J. (2011).
Alliance for Excellent Education (2011). Beltman, S., Mansfield, C.F., and Price, A. (2011). Blank, R.K., de las Alas, N., and Smith, C. (2008). Blank, R.K., and de las Alas, N. (2009). Borko, H. (2004). Brantlinger, A., Sherin, M.G., and Linsenmeier, K.A. (2011). Yoon, K. Effective, pupil focused, professional learning environments. Professional learning US and abroad. Learning to improve or Improve learning? Rethinking CPD in FE. Evaluating the impact of CPD. More effective CPD. Leaping the CPD hurdle. Leaping the CPD hurdle: a study of the barriers and drivers to participation in Continuing Professional Development Professor Andy Friedman and Dr Mary Phillips Professional Associations Research Network, Management Research Centre, University of Bristol Paper presented to the British Educational Research Association Annual Conference, University of Leeds, 13-15 September 2001.
Great PD leads to great pedagogy. The impact of CPD and its role in leading staff and effective teams. What's going wrong? Surprising findings of CPD study. Learningwithoutlimits.educ.cam.ac. Purpose In 2005, a second phase of research, Creating Learning without Limits (CLwL) was set up to explore the process of whole-school development driven by the core idea of transformability: the conviction that all children (not just some children) can become more powerful, committed, successful learners given distinctive supportive conditions and generous opportunities for learning.
CLwL builds on the Learning without Limits study by exploring the wider opportunities for enhancing the learning capacity of every child that become possible when a whole staff group works together to create an environment free from the limiting effects of ability labels and practices. What happens when staff members jettison officially prescribed practices of predicting or pre-judging what any individual children might achieve? When they work, instead, to identify and lift limits on learning? The research team The research was funded by Esmée Fairbairn Foundation and Hertfordshire Local Authority. Research Bulletins. Andy Tharby (Research & Development Leader at DHS) produces a half termly research bulletin for staff.
They are archived here and can be downloaded using the links (on the dates) below. May 2016 – The Psychology of Behaviour Management – by Nick Rose.February 2016 – Focuses on the paper ‘What will improve a student’s memory?’ By Daniel Willingham.November 2015 – Focuses on the paper ‘Critical Thinking’ by Daniel Willingham.May 2015 – Contains articles from The Institute for Effective Education at the University of York on making homework effective and another from The Brown Center on Education Policy on student engagement.March 2015 – Contains a summary of the findings of Barak Rosenshine, published in a report entitled ‘Principles of Instruction’.January 2015 – Contains a summary of the Sutton Trust research report ‘What makes great teaching?’
Linking Teacher Evaluation to Professional Development. Student Assessment: Measuring Progress Towards Your Goals. Teacher professional learning and development. Teacher motivation and PD. Professional Development An Effective Research Based Model. Teachers' CPD- a new approach. SchoolOrganizationalContexts WorkingPaper. Leading professional development. Quality in teachers' CPD. The effectiveness of CPD. National models for CPD. Improving Education. Honouring teachers' professionalism: reclaiming TLA. What Twitter offers teachers. Twitter is a revolutionary new tool for many teachers.
They use it to drive their professional development and to connect with other educators. However not everyone is so enthusiastic, others see Twitter as a tedious waste of time and are not tempted to give it a go. Of course many teachers may also describe face to face professional development sessions as a waste of time. In order to convince teachers of the possible benefits of using a new technology, such as Twitter, we decided to look for evidence of its qualities. What in particular, does Twitter offer educators? We identified 30 leading educators (with an interest in educational technology) who are currently using Twitter and analysed samples of their tweets in order to determine their purpose and the possible benefits of the tweets to their followers. We also examined a sample of tweets from the twitter streams of two popular educational hashtags: #edchat and #edtech, in order to determine what ‘followers’ may gain. What types of professional development do teachers really want?
We asked 1,000 teachers what professional development activities they would prioritise if they were in control of their own CPD.
They gave us some interesting insight. Teachers really value collaborative and personalised classroom-based CPD. In fact, they find these activities even more useful than being sent off site to courses or receiving one off InSET days. "I would prioritise a system that staff trusted to be fair, supportive and provide real and constructive feedback to help improve teaching practice. " Teachers also expressed a lot of interest in experimenting with different teaching practices. "The whole reason for CPD is to develop the staff who will then bring new and fresh ideas to their teaching to be then able to get the outstanding lessons that people want.I would prioritise more in house training to provide ideas about different teaching styles and activities. " EEDNET Research Digest. EEF DIY Evaluation Guide (2013) Effective CPD for teachers. Teacher Development 3.0.