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| List of Figures | |
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| Preface | |
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| Acknowledgments | |
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| About the Author | |
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| The Need for Change | |
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| Traditional Approaches to Teacher Professional Learning | |
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| New Demands Require Change | |
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| Effective Teacher Professional Learning | |
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| Theoretical Models of Professional Development Action | |
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| Characteristics of Effective Professional Development | |
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| Focus on Student Learning and Specific Content | |
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| Extended Over Time and Connected to Practice | |
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| Align With School Priorities and Goals | |
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| Build Strong Collaborative Working Relationships | |
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| Summary | |
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| Context: Building an Atmosphere to Support Teacher Learning | |
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| Learning Communities | |
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| Supportive and Shared Leadership | |
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| Shared Values and Vision | |
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| Collective Learning and Application of Learning | |
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| Shared Personal Practice | |
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| Results Orientation | |
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| Leadership | |
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| Clarity of Purpose | |
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| Communicate Expectations | |
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| Attend to the Foundation | |
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| Begin With a Problem or a Goal | |
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| Teach Collaboration Skills | |
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| Develop the Leadership Capacity of Teachers | |
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| Resources | |
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| Human | |
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| Time | |
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| Technology | |
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| Money | |
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| Summary | |
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| Content: Specifying the Goals of Professional Learning Activities | |
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| Identifying Goals | |
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| Identifying Student Needs | |
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| Identifying Teacher Needs | |
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| Stating Specific Professional Learning Goals | |
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| Evaluating Your Professional Development Program | |
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| Teacher Reactions | |
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| Teacher Learning | |
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| Teacher Use of New Knowledge and Skills | |
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| Student Learning | |
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| Excellent Evaluations Focus on Evidence, Not Proof | |
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| Summary | |
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| Process: Selecting Specific Activities and Strategies | |
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| Learning Designs | |
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| Who Should Be Involved? | |
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| Connecting Learning Goals With Specific Strategies | |
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| Implementation | |
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| Attend to the Change Process | |
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| The Issue of Time | |
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| The Issue of Cost | |
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| Summary | |
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| Lesson Study | |
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| A Cycle of Instructional Improvement | |
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| The Lesson Study Philosophy | |
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| Lesson Study Steps | |
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| Forming and Focusing the Group | |
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| Collaboratively Planning the Research Lesson | |
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| Teaching and Observing the Research Lesson | |
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| Discussing the Research Lesson | |
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| Revising and Reteaching the Lesson | |
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| Discussing the Revised Lesson and Summarizing the Learning | |
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| The Essential Elements of Lesson Study | |
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| Adult Learning Context | |
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| Content Knowledge Focus | |
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| Student Learning Focus | |
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| In-Person Observation | |
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| Administrative Support and Participation | |
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| Challenges to Engaging in Lesson Study: Misconceptions to Avoid | |
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| Summary | |
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| Critical Friends | |
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| The Origins of Critical Friends | |
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| The Philosophy of CFGs | |
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| Critical Friends Steps | |
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| Forming the Group | |
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| Meeting Preparation | |
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| The Meeting | |
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| Between Meetings | |
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| The Essential Elements of Critical Friends | |
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| Commitment From the Top | |
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| Training and Resources | |
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| Collaborative School Culture | |
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| Focus on Instructional Practice | |
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| Benefits of CFGs | |
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| CFGs Foster a Culture of Community and Collaboration | |
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| CFGs Enhance Teacher Professionalism | |
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| CFGs Influence Teacher Thinking and Practice | |
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| Summary | |
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| School Rounds | |
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| A Lesson From Medicine | |
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| The Rationale for School Rounds | |
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| The Steps in School Rounds | |
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| Forming Rounds Groups | |
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| Rounds Preparation | |
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| The Rounds Lesson | |
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| The Debriefing | |
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| Post-Rounds Reflection | |
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| Learning With Rounds | |
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| Summary | |
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| Action Research | |
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| A Hands-On Approach | |
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| Why Choose Action Research? | |
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| The Action Research Process | |
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| Individuals or Groups? | |
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| Selecting a Focus | |
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| Creating a Plan | |
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| Collecting Data | |
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| Analyzing and Interpreting Data | |
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| Taking Action | |
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| Sharing What Has Been Learned | |
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| Benefits of Action Research | |
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| Summary | |
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| Mentoring | |
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| The Power of Relationships | |
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| Why Mentoring Matters | |
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| Essential Steps in Building a Mentoring Program | |
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| Creating a Vision | |
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| Competencies and Responsibilities | |
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| A Structure for Mentoring | |
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| Finding the Time | |
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| Mentor Selection Process | |
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| Determining Training Methods | |
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| The Work of Mentoring | |
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| The Beginning of the Year | |
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| Disillusionment, Frustration, and Rejuvenation | |
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| Reflecting and Planning | |
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| The Role of the Principal | |
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| Essential Elements | |
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| Summary | |
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| Peer Coaching | |
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| Harnessing Peer-to-Peer Wisdom | |
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| The Rationale for Peer Coaching | |
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| Essential Steps of the Peer Coaching Process | |
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| Get Things Started | |
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| Identify a Need and Specify an Outcome | |
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| Understand the Current Reality | |
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| Explore Assumptions | |
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| Create and Test Alternative Solutions | |
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| Monitor Progress | |
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| Essential Elements | |
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| Summary | |
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| Online Professional Development | |
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| The Rationale for Online Professional Development | |
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| A Framework for Implementing Online Professional Development | |
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| Who Should Be Involved? | |
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| Technology Considerations | |
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| Addressing Online Professional Development Myths | |
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| Connect Learning Goals With Specific Online Options | |
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| Determine When Teachers Will Participate | |
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| Align Online Professional Development With On-Site Professional Learning | |
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| Monitoring and Evaluating Online Professional Development | |
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| Leading Online Professional Development Efforts | |
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| Summary | |
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| Personal Learning Networks | |
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| Going Global | |
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| The Power of PLNs | |
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| The Process of Creating and Cultivating PLNs | |
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| Getting Started | |
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| Introduction to Digital Tools and Creating a Blog | |
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| Social Networking | |
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| Using an Aggregator | |
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| Podcasting and Media Sharing | |
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| Creating Online Slideshows | |
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| Microblogging | |
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| Reflecting | |
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| Using Tools to Connect: Early PLN Formation | |
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| Advanced PLN Formation: What Does It Look Like? | |
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| The Challenges of PLNs | |
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| Summary | |
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| The Challenges of Introducing New Forms of Teacher Professional Learning | |
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| How Have Teachers Experienced Past Professional Development? | |
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| Are Teacher Needs and Preferences Being Considered? | |
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| Are Teachers Treated With Respect? | |
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| Are Teachers Being Asked to Collaborate, Think, and Innovate? | |
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| Do School Leaders Make the New Strategies Easy to Implement? | |
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| Are Professional Development Activities Linked to a Compelling Purpose? | |
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| Breaking Down Barriers | |
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| Involve Teachers in the Process | |
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| Help Teachers Experience Early Success | |
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| Support Teacher Efforts | |
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| Attend to Context | |
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| Keep the Focus on Student Learning | |
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| Summary | |
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| A Call to Action | |
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| References | |
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| Index | |