While 32 percent strongly agreed they have a comprehensive professional - development plan for new teachers, only 17 percent believed
the same about professional development for new principals.
Not exact matches
While 87 % of the 2013 respondents said that they took their career
development into their own hands, just over half had a clear career
development plan or maintained a formal record of their
professional development activities —
about the
same as in 2011.
Students of teachers who had completed an online
professional -
development course
about fractions made test - score gains that were similar to those of students taught by teachers who had taken the
same course in person.
Students of teachers who had completed an online
professional -
development course
about fractions made test - score gains that were similar to those of students taught by teachers who had taken the
same course in person.
Review: Although the site features a lot of self - promotion (large «house ads» dominate the top of the home page) and multiple links to the
same content, this does allow the user to access information from multiple locations and learn
about professional development opportunities.
Strangely, education leaders speak
about «effective
professional development» in the
same way that foreign policy experts speak of Middle East peace: everyone says it's essential, but no one seems to believe it can work!
At the
same time, MAP has raised concerns
about test fatigue and the need for
professional development to ensure the results are being used correctly to improve teaching practice.
This article is primarily
about (1) the extent to which the data generated by «high - quality observation systems» can inform principals» human capital decisions (e.g., teacher hiring, contract renewal, assignment to classrooms,
professional development), and (2) the extent to which principals are relying less on test scores derived via value - added models (VAMs), when making the
same decisions, and why.