National Staff Development Council National Staff Development Council 2008.

National Staff Development Councilwww.nsdc.org

National Staff Development Councilwww.nsdc.org February 2008


From:

Individual learning

To:

Team-based and schoolwide learning

February 2008National Staff Development Councilwww.nsdc.org


Learning is both an individual and a social process. Capturing individual learning for the benefit of the group

enterprise depends on structures that support interdependence in serious,

substantive ways.

Elmore, R. (2002, Spring). Bridging the gap between standards and achievement: The imperative for professional development in

education. Washington, DC: The Albert Shanker Institute.



From:

Standardization

To:

High standards for teaching, professional learning, and

student learningFebruary 2008



At the end of the day, the success of standards-based reform will be judged by whether and how it has changed teachers’ practice and improved student achievement.

Goertz, M. (2001). Redefining government roles in an era of standards-based reform. Phi Delta Kappan, 83(1), 65.



From:

Increasing the number of

staff development days or periods

To:

Restructuring the workday of all educators to ensure daily

learning experiences



A school isn't likely to have a collaborative culture without a consistent time each week for teams to work together during the school day. Principals should protect the collaborative time for teamwork just as teachers protect students' instructional time.DuFour, R., & Burnette, B. (2002). Pull out negativity by its roots. JSD, 23(3), 28.



From:

Separate individual teacher, school, or district professional development plans

To:

Effective professional learning embedded into team, school, and

district improvement plansNational Staff Development Councilwww.nsdc.org February 2008


The alignment of the pedagogical and leadership practices of the school with its commonly held beliefs determines

the integrity of the school and the possibility of equitable outcomes for all

students. Professional development programs that do not align with the

core values and vision of the school are doomed to failure.Baron, Daniel (2007) Critical Friendship: Leading From The Inside Out.

Principal Leadership, 7(9) 56-58



From:

Improving teacher practice

To:

Improving teaching quality and student

learning



We cannot afford to keep relearning that improvement of students’ learning depends on skillful teaching, and that skillful teaching depends on capable teachers and what they know and can do.

Ball, D. L. (2003, February). Mathematics in the 21st century: What mathematical knowledge is needed for teaching mathematics. Washington, DC: U.S. Department of Education Secretary’s Summit on Mathematics.



From:

Relying on outside experts

To:

Tapping and buildinginternal expertise



Teacher expertise is at the foundation of increasing teacher quality and advancements in teaching and

learning.York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two

decades of scholarship. Review of Educational Research, 74(3), 258.



From:

A single career path for teachers

To:

Multiple options for teachers to become leaders in schools



Teachers who become leaders experience personal and professional satisfaction, a reduction in isolation, a

sense of instrumentality, and new learnings--all of which spill over into

their teaching. As school-based reformers, these teachers become owners and investors in the school,

rather than mere tenants. They become professionals.

Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443.National Staff Development Councilwww.nsdc.org February 2008


From:

Inservice education and

staff/professional development

To:

Professional learning



Every teacher must be learning … virtually every day. Individual and collective professional learning, getting better and better in the setting in which you work, must be built into the culture of the school in both its internal and external interactions. … most schools, structurally and normatively, are not places where virtually every teacher is a learner all the time.

Fullan, Michael (2006, November)Leading professional learning. Think ‘system’ and not ‘individual school’ if the goal is to fundamentally change the culture of schools. 10-13 (12)


National Staff Development Council National Staff Development Council 2008.

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