Each session is expected to maintain a
high quality of professional development providing our attendees information related to the ASCD Whole Child Tenents that can be useful in the classroom, district, or school setting.
This survey assessed teachers» views on the
overall quality of the professional development workshop, how prepared and confident teachers felt in implementing the intervention, and teachers» predictions about how students would react to this intervention.
These Early Adopters states contribute to the consortium by sharing costs and participating in the creation of common goals and competencies in an effort to improve the consistency and
quality of professional development offered to family support professionals in the field.
These include reducing licensure barriers, improving
the quality of professional development and teacher preparation, luring and retaining good teachers by recognizing and rewarding them, and so forth.
The PTLC is an ongoing process designed to work systemically to improve
the quality of professional development; the use of data to inform instructional and programmatic decisions; the alignment of curriculum, instruction, and assessment to standards; the monitoring of student learning; and leadership support for continuous school improvement.
In Michigan, for instance, the new chief state school officer recently replaced the test - focused accountability system with a new grading system that relies on a broader set of measures of school quality, including family involvement,
the quality of professional development, attendance, and dropout rates, among others.
In addition, REL Northwest has supported us in evaluating
the quality of the professional development that ESD coordinators in math, science, and English language arts provide to Washington teachers.
Not so long ago, the only measure of
the quality of a professional development session was whether the participants were smiling when they left the room — and not just because it was over.
Traditionally, professional development systems have focused on
the quality of professional development «inputs», such as money spent, workshops attended, or consultants hired, with little evidence of improvement or linkage to «outputs» associated with a change in instructional practice.
«Over the past several months, a team of nine E4E - CT Bridgeport members has been developing recommendations to improve
the quality of their professional development.
Finally, the either / or nature of certification, and the security it conveys, weakens the incentives for either teachers or providers to ensure
the quality of professional development.
Effective school leaders monitor classroom instruction and the procedures put in place to improve it, such as teachers» use of cooperative planning time and
the quality of professional development.