Transforming Professional Development into Student Results

by Douglas B. Reeves

Overview

How can we create and sustain professional learning programs that actually lead to improved student achievement? In this thoughtful and informative guide for teachers, administrators, and policymakers, Douglas B. Reeves provides answers. First he casts a critical eye on professional learning that is inconsistent, unfocused, and ultimately ineffective, and explains why elaborate planning documents and "brand-name" programs are not enough to achieve desired outcomes. Then he outlines how educators at all levels can improve this situation by

* Taking specific steps to move from vision to implementation;

* Focusing on four essentials: teaching, curriculum, assessment, and leadership;

* Making action research work;

* Moving beyond the "train the trainer" model; and

* Using performance assessment systems for teachers and administrators.

If you're tired of professional development that takes up too much time and delivers too little, read Transforming Professional Development into Student Results and discover how to move toward a system that gives educators the learning experiences they need to make a measurable difference for their schools and their students.

Product Details

ISBN-13:	9781416609490
Publisher:	ASCD
Publication date:	04/15/2010
Series:	ASCD Member Book
Pages:	156
Product dimensions:	6.90(w) x 8.90(h) x 0.50(d)

Table of Contents

Acknowledgments vii

Introduction: And a Good Time Was Had by All 1

Part 1 What's Wrong with Professional Learning?

1 Accountability: Why Autopsies Do Not Improve Patient Health 11

2 Uniform Differentiated Instruction and Other Contradictions in Staff Development 21

3 The Law of Initiative Fatigue 27

4 The Myths and Realities of Planning 33

5 Mr. McGuffey Doesn't Teach Here: The Brand-Name Fallacy 41

6 Scattershot Learning:“If It's Tuesday, It Must Be Brain Research” 48

Part 2 How to Create High-Impact Professional Learning

7 From Vision to Implementation 57

8 Focus: Teaching, Curriculum, Assessment, and Leadership 63

9 Making Action Research Work 72

Part 3 How to Sustain High-Impact Professional Learning

10 Beyond “Train the Trainer” 85

11 Performance Assessment for Teachers and Administrators 90

12 High-Impact Learning in Action 99

Appendix A Results of a Study of School Planning, Implementation, and Monitoring 109

Appendix B Planning, Implementation, and Monitoring (PIM™) Rubric 137

References 144

Index 151

About the Author 156