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Sample records for professional development portfolio

  1. Intelligent Portfolios for Professional Development.

    ERIC Educational Resources Information Center

    Wilcox, Bonita L.; And Others

    The intelligent electronic portfolio goes beyond assessment of teachers to a method of strengthening their professional development in the classroom. Adopted for teachers in a 3-year doctoral program, the intelligent electronic portfolio is a collection of artifacts, indicating competencies and skills, a place to showcase accomplishments and…

  2. Electronic Portfolios for Authentic Professional Development.

    ERIC Educational Resources Information Center

    Heath, Marilyn

    2003-01-01

    Discusses the use of electronic portfolios by school library media specialists for professional development as a resume, an evaluation instrument, or other types of credential documentation. Includes guidelines for building a successful portfolio, including appropriate software selection; audience considerations; and technology skill…

  3. The teaching portfolio as a professional development tool for anaesthetists.

    PubMed

    Sidhu, N S

    2015-05-01

    A teaching portfolio (TP) is a document containing a factual description of a teacher's teaching strengths and accomplishments, allowing clinicians to display them for examination by others. The primary aim of a TP is to improve quality of teaching by providing a structure for self-reflection, which in turn aids professional development in medical education. Contents typically include a personal statement on teaching, an overview of teaching accomplishments and activities, feedback from colleagues and learners, a reflective component and some examples of teaching material. Electronic portfolios are more portable and flexible compared to paper portfolios. Clinicians gain the most benefit from a TP when it is used as a tool for self-reflection of their teaching practice and not merely as a list of activities and achievements. This article explains why and how anaesthetists might use a TP as a tool for professional development in medical education. PMID:25943606

  4. The Student Teacher Portfolio as Autobiography: Developing a Professional Identity.

    ERIC Educational Resources Information Center

    Antonek, Janis L.; And Others

    1997-01-01

    Argues that student teacher portfolios are a viable, effective, appropriate tool for documenting teacher growth and development and for promoting reflective practice. Traces the unique paths of two pre-service foreign language teachers who constructed a professional identity from the historical and cultural conditions of their classroom…

  5. Teachers' Self-Assessment of the Effects of Formative and Summative Electronic Portfolios on Professional Development

    ERIC Educational Resources Information Center

    Beck, Robert J.; Livne, Nava L.; Bear, Sharon L.

    2005-01-01

    This study compared the effects of four electronic portfolio curricula on pre-service and beginning teachers' self-ratings of their professional development (n =207), using a 34 item electronic Portfolio Assessment Scale (ePAS). Three formative portfolios, A, C and D, had teacher development as a primary objective and used participants' narrative…

  6. Turkish EFL Student Teachers' Perceptions on the Role of Electronic Portfolios in Their Professional Development

    ERIC Educational Resources Information Center

    Kocoglu, Zeynep

    2008-01-01

    There has been vast evidence to support the potential of electronic portfolios (e-portfolio) as tools for enhancing reflective thinking and professional development of student teachers. However, no study has been carried out to specifically determine English as a Foreign Language (EFL) student teachers' perceptions on the role of e-portfolios in…

  7. The Formative and Summative Uses of a Professional Development Portfolio: A Maltese Case Study

    ERIC Educational Resources Information Center

    Chetcuti, Deborah; Murphy, Patricia; Grima, Grace

    2006-01-01

    The paper examines the rationale and the uses of portfolios in initial teacher education. This rationale is then applied to explore the development and implementation of the Professional Development Portfolio (PDP) as an integral part of the initial teacher education programme offered by the Faculty of Education, University of Malta. The paper…

  8. Students' attitudes towards the introduction of a Personal and Professional Development portfolio: potential barriers and facilitators

    PubMed Central

    2009-01-01

    Background Portfolios, widely used in undergraduate and postgraduate medicine, have variable purposes, formats and success. A recent systematic review summarised factors necessary for successful portfolio introduction but there are no studies investigating the views of students inexperienced in portfolio use towards portfolio learning. This study's aim was to survey student views about a prospective Professional and Personal Development (PPD) portfolio. Methods This was a qualitative, focus group study. All focus groups were taped and transcribed verbatim, and anonymised. The transcripts were analysed inductively, using framework analysis. Results Four focus groups were carried out with 32 undergraduate medical students naïve in portfolio use. Three themes relevant to portfolio introduction emerged. The first theme was the need for clear information and support for portfolio introduction, and anxieties about how this could be supported effectively. The second was that students had negative views about reflective learning and whether this could be taught and assessed, believing formal assessment could foster socially acceptable content. The third was that participants revealed little understanding of reflective learning and its potential benefits. Rather portfolios were seen as useful for concrete purposes (e.g., job applications) not intrinsic benefits. Conclusion Undergraduate medical students without experience of portfolios are anxious about portfolio introduction. They require support in developing reflective learning skills. Care must be taken to ensure students do not see portfolios as merely yet another assessment hurdle. PMID:19951406

  9. How we developed a role-based portfolio for teachers' professional development.

    PubMed

    Pyörälä, Eeva

    2014-09-01

    Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development. PMID:24527776

  10. Portfolio Assessment as a Tool for Promoting Professional Development of School Principals: A South African Perspective

    ERIC Educational Resources Information Center

    Mestry, Raj; Schmidt, Michele

    2010-01-01

    Poor matriculation results in South African urban schools have resulted in the implementation of professional development programs for principals who wish to improve their qualifications and practice. This article studies principals' perceptions of the efficacy of using portfolios to assess their professional growth. Using a poststructural lens to…

  11. Using Facebook as an E-Portfolio in Enhancing Pre-Service Teachers' Professional Development

    ERIC Educational Resources Information Center

    Kabilan, Muhammad Kamarul

    2016-01-01

    This study aims to determine if "Facebook," when used as an online teacher portfolio (OTP), could contribute meaningfully to pre-service teachers' professional development (PD) and in what ways the OTP can be meaningful. Pre-service teachers (n = 91) were asked to develop OTP using "Facebook" and engage in learning and…

  12. Managing Communication and Professional Development in Online Graduate Programs with Electronic Portfolios

    ERIC Educational Resources Information Center

    Shepherd, Craig E.; Bolliger, Doris U.

    2014-01-01

    Four years ago, two online graduate programs at a mid-size university in the western United States implemented ePortfolios to foster communication and connectedness among students and faculty, develop community that extends beyond course boundaries, and promote professional goal formation and achievement among students. This article describes…

  13. Faculty Professional Development: Advancing Integrative Social Pedagogy Using ePortfolio

    ERIC Educational Resources Information Center

    Bhika, Rajendra; Francis, Andrea; Miller, Dionne

    2013-01-01

    This article highlights the work of three faculty members across two different professional development seminars at LaGuardia Community College. It illustrates how their work was guided and is linked together by a common thread--the use of ePortfolio to foster integrative social pedagogy--as a result of their participation in these seminars. This…

  14. Portfolio use as a tool to demonstrate professional development in advanced nursing practice.

    PubMed

    Hespenheide, Molly; Cottingham, Talisha; Mueller, Gail

    2011-01-01

    A concrete way of recognizing and rewarding clinical leadership, excellence in practice, and personal and professional development of the advanced practice registered nurse (APRN) is lacking in the literature and healthcare institutions in the United States. This article presents the process of developing and evaluating a professional development program designed to address this gap. The program uses APRN Professional Performance Standards, Relationship-Based Care, and the Magnet Forces as a guide and theoretical base. A key tenet of the program is the creation of a professional portfolio. Narrative reflections are included that illustrate the convergence of theories. A crosswalk supports this structure, guides portfolio development, and operationalizes the convergence of theories as they specifically relate to professional development in advanced practice. Implementation of the program has proven to be challenging and rewarding. Feedback from APRNs involved in the program supports program participation as a meaningful method to recognize excellence in advanced practice and a clear means to foster ongoing professional growth and development. PMID:22016019

  15. The role of ePortfolios in supporting continuing professional development in practice.

    PubMed

    Gordon, Jennifer A; Campbell, Craig M

    2013-04-01

    ePortfolios, based on models of reflective practice, are viewed as important tools in facilitating and supporting lifelong learning across the medical education continuum. MAINPORT, the ePortfolio designed by the Royal College of Physicians and Surgeons of Canada, supports the continuing professional development (CPD) and lifelong learning of specialist physicians practicing in Canada by providing tools to develop CPD plans, set and track progress of established learning goals, document and reflect on learning activities, and create the foundation for physicians to manage their learning. In this article, the authors summarize the key design principles of the Royal College's ePortfolio: learner-centered; interoperable; ease of access. The current core functionality as well as future planned functionality for MAINPORT are described under three domains: recording and reflecting on completed CPD activities; managing learning in practice; accessing learning resources and programs. The future MAINPORT will evolve to become a foundational tool to support the shift towards competency-based medical education across the continuum of medical education; from residency to retirement. MAINPORT will facilitate the ability of physicians to demonstrate their expertise over time and how their learning has enabled improvements to their practice in contributing to improved health outcomes for patients. PMID:23590423

  16. Middle Level Teacher Preparation: The Impact of the Portfolio Experience on Teachers' Professional Development.

    ERIC Educational Resources Information Center

    Ashford, Anne N.; Deering, Paul D.

    This study examined how participants in the Masters in Secondary Education with a Middle Level Emphasis Program (MLMED) at the University of Hawaii perceived their personal experiences with the portfolio process in shaping their middle level teacher preparation and professional practices. The process involved understanding a standards-based…

  17. Evaluation of the professional process portfolio: an innovative tool to help develop and demonstrate leadership competency.

    PubMed

    Hastings, Elisabeth S; Chacko, Mariam R; Acosta, Amy B; Hergenroeder, Albert C; Wiemann, Constance M

    2015-02-01

    The professional process portfolio (PPP) was adopted by the Maternal Child and Health Bureau (MCHB) as an 'innovation' in best practice for all Leadership in Education and Adolescent Health (LEAH) Training Programs; however it had not been formally evaluated. Thus the objective was to evaluate the utility of the PPP for graduates of the LEAH training program in terms of (1) how alumni have used, adapted, and applied it since completing fellowship, (2) what fellows learned or gained through completing it, and (3) how it can be improved for continued use in training programs. Graduates from six disciplines were asked via telephone or email to participate in a survey regarding their experience with the PPP. Descriptive statistics were generated for demographic characteristics and closed-choice questions. Responses to open-ended questions were analyzed by a team of faculty using framework analysis. Sixty-one graduates completed surveys. The majority (85%) found the PPP useful and utilized it post-graduation for multiple purposes in professional development: interviewing, training, and referencing previous work. Graduates recommended that the PPP be improved by making it electronic, discipline-specific, and providing earlier and more frequent instruction from faculty on expectations of creating it. Four themes emerged from the qualitative data analysis: accomplishment, experiential learning, skills and accountability, and a best practice of learning. The PPP was an effective personal learning tool for the majority of graduates and enhanced graduates' experiences. We highlight the ways that the PPP may facilitate the development of learning experiences associated with MCH leadership competence. PMID:25223548

  18. The ePortfolio: A Tool for Professional Development, Engagement, and Lifelong Learning

    ERIC Educational Resources Information Center

    Guder, Christopher

    2013-01-01

    Professional development is, in essence, a form of lifelong learning, and as such, can be viewed within the context of pedagogical concepts. More specifically, professional development is a process that builds on the experiences of the professional through assessment and reflection. The library as an organization acts like a teacher or instructor…

  19. Professional Learning Portfolios for Argumentation in School Science

    ERIC Educational Resources Information Center

    Simon, Shirley; Johnson, Susan

    2008-01-01

    This paper reports on the use of portfolios in a continuing professional development programme to advance teachers' skills in their pedagogy of argumentation. The programme adopted a cyclical process of expert input-teacher practice-sharing practice, in order for professional learning to include reflective analysis of growing accomplishment.…

  20. Portfolio Development for Teacher Candidates. ERIC Digest.

    ERIC Educational Resources Information Center

    Takona, James P.

    This Digest is intended to help teacher candidates systematically gauge their progress toward the teaching profession by developing a portfolio. Portfolios are one way to assess teacher candidates, and they are a major requirement for experienced teachers seeking board certification from the National Board for Professional Teaching Standards. The…

  1. Learning about Teachers' Accomplishment in "Learning Skills for Science" Practice: The Use of Portfolios in an Evidence-Based Continuous Professional Development Programme

    ERIC Educational Resources Information Center

    Scherz, Zahava; Bialer, Liora; Eylon, Bat-Sheva

    2008-01-01

    The study in this paper was carried out in the framework of an evidence-based continuous professional development (CPD) programme in which teachers documented evidence about their practice in a portfolio. The context of the CPD was related to the "Learning Skills for Science" (LSS) programme, which advocates the incorporation of high-order…

  2. E-Portfolios for Reflective Practice, Advocacy, and Professional Growth

    ERIC Educational Resources Information Center

    Keller, Cynthia

    2013-01-01

    An e-portfolio is an organized collection of professional work (artifacts), selected and reflected upon by the author, that represents a person's best efforts. Over time, an e-portfolio will reflect professional changes and growth. This article discusses some of the reasons for a school librarian to create an e-portfolio. Before creating an…

  3. Documenting Professional Practice through the Use of a Professional Portfolio

    ERIC Educational Resources Information Center

    Goodfellow, Joy

    2004-01-01

    Many early childhood practitioners use pedagogical documentation as an important process that enables children's thinking to be represented in a form that can be readily shared with others (Dahlberg et al., 1999). Documentation in the form of a professional portfolio provides a vehicle for reflection and an appreciation of the complexities and…

  4. "I Am Trying to Practice Good Teaching": Reconceptualizing ePortfolios for Professional Development in Vocational Higher Education

    ERIC Educational Resources Information Center

    Winberg, Christine; Pallitt, Nicola

    2016-01-01

    Teaching portfolios have become increasingly important to university teachers. Portfolio requirements for the appointment or promotion of academic staff recognize that the assessment of teaching practice requires more depth and detail than a candidate's academic CV generally affords. The focus of this study is the electronic teaching portfolios,…

  5. The Value of Professional Teaching Portfolios to Prospective Employers: School Administrators' Views

    ERIC Educational Resources Information Center

    Mosely, Christine

    2005-01-01

    The purpose of this study was to assess administrators' views in a mid-western state regarding the development of a job search portfolio for pre-service teachers. All pre-service teachers must complete the professional portfolio, a requirement for initial teacher certification, during the teacher preparation phase of the degree program. It is…

  6. Practice-Based Evidence of Evidence-Based Practice: Professional Practice Portfolios for the Assessment of Work-Based Learning

    ERIC Educational Resources Information Center

    Jones, Elizabeth

    2013-01-01

    This article proposes that professional education programmes can help promote the development of professional judgment by the use of a well-designed professional practice portfolio as an assessment tool. An explanation of the portfolio process is followed by evidence from a four-year action research study, demonstrating how compiling a…

  7. The Team Portfolio: A Support and Evaluation Tool? Findings from a Teacher Professional Development Programme in Germany

    ERIC Educational Resources Information Center

    Friedrich, Anja; Ostermeier, Christian; Diercks, Uta; Krebs, Imke; Stadler, Matthias

    2012-01-01

    The study reported in this article draws upon data collected for the programme "Increasing the Efficiency of Mathematics and Science instruction" (SINUS-Transfer), a professional development project in Germany. This programme's approach requires teachers to improve their teaching in a cooperative manner and with regard to pedagogical problem areas…

  8. Reflective electronic portfolios: a design process for integrating liberal and professional studies and experiential education.

    PubMed

    Hayward, Lorna M; Blackmer, Betsey; Canali, Alicia; Dimarco, Rosemarie; Russell, Alicia; Aman, Susan; Rossi, Jessica; Sloane, Lucia

    2008-01-01

    The purpose of this article is to describe the process used to create and pilot-test a customized reflective electronic portfolio (e-portfolio) that integrates learning across three distinct components of an entry-level 6.5 year Doctor of Physical Therapy (DPT) program. During the 2004-2005 academic year, a pilot test was conducted with 10 students, representative of all 6.5 years in the DPT program. Development of our reflective e-portfolio model consisted of four stages: design a paper-based portfolio model to organize and create linkages among the liberal studies, professional, and experiential components of a DPT program; transform the model into an electronic format; create a demonstration e-portfolio tutorial; and evaluate the e-portfolio model via pilot testing. An interdepartmental team of faculty from physical therapy (PT), cooperative education, educational technology, and two PT students developed the e-portfolio model to map, visualize, and create linkages for student learning. Input to assist with the model design process was gathered from PT faculty and students through three focus groups. Data were collected on student experiences with the e-portfolio through written surveys at three points during the project and through face-to-face discussion. Written reflection, integral to the model, required students to reflect on artifacts selected from existing academic and experiential materials. Our project resulted in the generation of a reflective e-portfolio and tutorial customized for DPT students. Evaluation by users indicated that the reflective e-portfolio helped them organize and integrate academic and experiential learning and illuminate developmental transitions. Further research with a larger sample is indicated to examine the impact of e-portfolios on student learning and professional development. PMID:19753395

  9. Professional Development.

    ERIC Educational Resources Information Center

    Benson, Chris, Ed.

    2000-01-01

    This serial issue contains 12 articles on the theme of "Professional Development," specifically about how teachers in the Bread Loaf Rural Teacher Network (BLRTN) are fostering their own and each other's development as teachers. The BLRTN consists of approximately 260 rural teachers in Alaska, Arizona, Colorado, Georgia, Kentucky, Mississippi, New…

  10. Professional Development.

    ERIC Educational Resources Information Center

    Inouye, Patricia C.; And Others

    A Liaison Committee at the University of California-Davis' library studied the concept of professional development, including the individual librarian's responsibility and the General Library's role in assisting its librarians. This document enumerates the committee's recommendations and outlines (1) the factors which influence the extent of a…

  11. In Their Shoes: Teacher Educators' Reframing Portfolio Development from the Students' Perspective

    ERIC Educational Resources Information Center

    Klecka, Cari; Donovan, Loretta; Fisher, Robert L.

    2007-01-01

    This article examines 14 teacher educators' development of standards-based electronic portfolios. The research focused on the participants' interpretation of the standards and how they conceptualized the portfolio development process in relation to their professional practice. For one year, participants interacted around the Association of Teacher…

  12. Developing Portfolios in Education: A Guide to Reflection, Inquiry, and Assessment [with CD-ROM

    ERIC Educational Resources Information Center

    Johnson, Ruth S.; Mims, J. Sabrina; Doyle-Nichols, Adelaide

    2006-01-01

    Within a conceptual and research framework about the usefulness of portfolios, this book suggests methods to organize the process, and provides tools that will be used not only during preparation programs but also for professional and academic advancement. Key features include: (1) Provides a conceptual framework for portfolio development: Readers…

  13. Professional development

    NASA Astrophysics Data System (ADS)

    Yoon, Jin Hee; Hartline, Beverly Karplus; Milner-Bolotin, Marina

    2013-03-01

    The three sessions of the professional development workshop series were each designed for a different audience. The purpose of the first session was to help mid-career physicists aspire for and achieve leadership roles. The second session brought together students, postdoctoral fellows, and early-career physicists to help them plan their career goals and navigate the steps important to launching a successful career. The final session sought to increase awareness of the results of physics education research, and how to use them to help students-especially women-learn physics better. The presentations and discussions were valuable for both female and male physicists.

  14. ePortfolios: Enhancing Professional Learning of Vocational Educators

    ERIC Educational Resources Information Center

    Hoekstra, Annemarieke; Crocker, Jocelyn R.

    2015-01-01

    Vocational educators urgently need to keep learning throughout their careers. However, traditional professional development (PD), such as courses and workshops, yields limited transfer to the workplace as it does not align with how professionals naturally learn at work. The study discussed here reports on professional learning of vocational…

  15. Producing the Professional Doctorate: The Portfolio as a Legitimate Alternative to the Dissertation

    ERIC Educational Resources Information Center

    Maxwell, T. W.; Kupczyk-Romanczuk, G.

    2009-01-01

    This paper outlines the potential of the portfolio as a product of doctoral work, especially in the Professional Doctorates. It compares the traditional mode of a single, lengthy but clearly focused doctoral dissertation with the portfolio as a collection of shorter research reports, held together by a linking paper articulating the thesis. We…

  16. Defining and Developing Effective Career Portfolios.

    ERIC Educational Resources Information Center

    Duttro, Kate

    2001-01-01

    Job seekers should distinguish between learning portfolios and career portfolios. The latter should organize skills into categories and use appropriate technology. Maintaining a portfolio helps focus the job search and provides data for interviewing. (SK)

  17. How Professionals View Portfolio Assessment. Literacy Research Report No. 10.

    ERIC Educational Resources Information Center

    Johns, Jerry L.; VanLeirsburg, Peggy

    A study compared results of a 1990 survey of educators to determine growth in knowledge and use of portfolio assessment. The study aimed to report the reactions and feelings of educators who use or may plan portfolios. A total of 173 educators from Illinois enrolled in a literacy workshop sponsored by a midwestern reading association answered a…

  18. ePortfolio: developing a catalyst for critical self-assessment and evaluation of learning outcomes.

    PubMed

    Gwozdek, Anne E; Springfield, Emily C; Kerschbaum, Wendy E

    2013-01-01

    There is a growing trend among college accreditation bodies, especially in professional schools, to incorporate self-assessment in the curriculum and deliver evidence of students' learning outcomes. Both as product and process, reflective ePortfolios have the potential to promote learning and transfer of knowledge by fostering the ability to make connections between learning outcomes and leaning experiences. This article describes a model for a program-wide integrated reflective ePortfolio developed by the University of Michigan Dental Hygiene Degree Completion E-Learning (online) Program. This systematic approach to developing a successful portfolio program can be utilized in many areas of professional health care education. Applying these strategies can result in an ePortfolio that has a positive impact on student learning, develops reflective practitioners, and provides valuable programmatic outcomes data. PMID:23471288

  19. Effective Implementation of ePortfolios: The Development of ePortfolios to Support Online Learning

    ERIC Educational Resources Information Center

    Cote, Kyle; Emmett, Tara

    2015-01-01

    This article discusses the ePortfolio system for grades 9-12 at the Virtual Learning Academy Charter School (VLACS). ePortfolio implementation at VLACS developed from an Advisory course curriculum that supports students' journey toward becoming college, career, and citizenship ready. We provide a unique perspective for implementation in that VLACS…

  20. Modeling and using a web-based and tutored portfolio to support certification of professional competence in transfusion medicine

    PubMed Central

    Staccini, Pascal; Rouger, Philippe

    2008-01-01

    In order to manage a nationwide assessment program leading to certification of professional competence in blood transfusion throughout France, the National Institute of Blood Transfusion (INTS) and the University of Nice-Sophia Antipolis designed and developed a structured and tutored web-based portfolio. The entire process of certification has been approved by the national healthcare agency (HAS). Eleven assessment programs have been written. The structure of this e-portfolio is based on a matrix of actions defined according to standards of practice. For each action, elements of proof are uploaded by the physician and peer-reviewed by an expert (a tutor) before validation. The electronic portfolio stores all the history of the actions performed by users. This tracking feature generates alerts which are e-mailed to users (physicians and tutors) according to a list of monitored events. After one year of design and development, the application is now being used routinely. PMID:18999167

  1. Facilitating Students' Career Development in Psychology Courses: A Portfolio Project

    ERIC Educational Resources Information Center

    Larkin, Judith E.; Pines, Harvey A.; Bechtel, Kate M.

    2002-01-01

    We describe the use of a career exploration portfolio in an Industrial/Organizational psychology course (n = 22) to address students' career needs and to develop academic competencies. Students independently completed a series of assignments outside of class, which led to the construction of a personalized career development portfolio. Evaluations…

  2. Digital Professional Portfolios of Preservice Teaching: An Initial Study of Score Reliability and Validity

    ERIC Educational Resources Information Center

    Derham, Carol; DiPerna, James

    2007-01-01

    The purpose of this study was to investigate initial evidence regarding the reliability and validity of scores from a digital professional portfolio (DPP) designed to assess the instructional competencies of preservice teachers. Data were collected from 30 preservice teachers during their intern teaching experience. Data were analyzed using a…

  3. Portfolio Assessment: A Survey among Professionals. Literacy Research Report No. 1.

    ERIC Educational Resources Information Center

    Johns, Jerry L.; VanLeirsburg, Peggy

    A study examined the views of education professionals toward four aspects of portfolio assessment: general knowledge, theoretical bases, contents, and practical problems. Subjects, 128 elementary teachers, secondary teachers, special reading teachers, and administrators attending a June 1990 reading workshop, completed a survey. Results indicated…

  4. The Place of Trust in Continuing Professional Learning Programmes: Supporting Authentic Reflection in Portfolio Assessment

    ERIC Educational Resources Information Center

    Stocks, Claire; Trevitt, Chris

    2016-01-01

    In this paper we consider why academics on Continuing Professional Learning (CPL) programmes often struggle with practice-based learning, and why they can find the reflective portfolio particularly challenging. We first argue that convenors should articulate the differences between "academic learning" and "learning in academia"…

  5. "Exercices de style": Developing Multiple Competencies through a Writing Portfolio

    ERIC Educational Resources Information Center

    Paesani, Kate

    2006-01-01

    This article presents a writing portfolio project whose primary goal is to integrate the development of proficiency skills, content knowledge, and grammatical competence through literary study. Excerpts from Queneau's (1947) "Exercices de style," which tells the same story 99 times, serve as the basis for this portfolio project: These excerpts are…

  6. 2010-11 Research Portfolio: Research & Development Division

    ERIC Educational Resources Information Center

    Educational Testing Service, 2010

    2010-01-01

    This document describes the breadth of the research that the ETS (Educational Testing Service) Research & Development division is conducting in 2010. This portfolio will be updated in early 2011 to reflect changes to existing projects and new projects that were added after this document was completed. The research described in this portfolio falls…

  7. Portfolio and Certification Programs in Community Engagement as Professional Development for Graduate Students: Lessons Learned from Two Land-Grant Universities

    ERIC Educational Resources Information Center

    Matthews, Paul H.; Karls, Anna C.; Doberneck, Diane M.; Springer, Nicole C.

    2015-01-01

    Although growing numbers of graduate students nationwide express interest in developing and documenting boundary-spanning skills in community-engaged research, teaching, and outreach, formal opportunities to do so are often limited, especially at the large research institutions producing most future faculty members. This article focuses on initial…

  8. Against Professional Development

    ERIC Educational Resources Information Center

    McWilliam, Erica

    2002-01-01

    All professional workers need to be "developed." Moreover, there should be no end to this process--the true professional knows that learning is for life. The author wants to explore how these two propositions have come to be true for academics and other professional workers at the beginning of the new millennium, and with what effects. In doing…

  9. Developing a Professional Learning Community among Preservice Teachers

    ERIC Educational Resources Information Center

    Bond, Nathan

    2013-01-01

    This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios. The PLC model described by Hord and Tobia (2012) served as a framework…

  10. Redefining Professional Development. Newsletter

    ERIC Educational Resources Information Center

    Center for Comprehensive School Reform and Improvement, 2006

    2006-01-01

    The research on effective professional development is consistent across many studies. Researchers Willis Hawley and Linda Valli (Westchester Institute for Human Services Research, n.d.), in their synthesis of the professional development literature, find that high-quality teacher development is as follows: (1) Informed by research on teaching and…

  11. Developing Multimedia Career Portfolios in Australia: Opportunities and Obstacles.

    ERIC Educational Resources Information Center

    Hartnell-Young, Elizabeth

    2001-01-01

    Multimedia career portfolios can be displayed on CD-ROMs, laptops, or the Internet. Developing them provides an opportunity to acquire and demonstrate technology skills. Multimedia presentations reduce information overload and appeal to different communication styles. (Contains 20 references.) (SK)

  12. Developing a framework for energy technology portfolio selection

    NASA Astrophysics Data System (ADS)

    Davoudpour, Hamid; Ashrafi, Maryam

    2012-11-01

    Today, the increased consumption of energy in world, in addition to the risk of quick exhaustion of fossil resources, has forced industrial firms and organizations to utilize energy technology portfolio management tools viewed both as a process of diversification of energy sources and optimal use of available energy sources. Furthermore, the rapid development of technologies, their increasing complexity and variety, and market dynamics have made the task of technology portfolio selection difficult. Considering high level of competitiveness, organizations need to strategically allocate their limited resources to the best subset of possible candidates. This paper presents the results of developing a mathematical model for energy technology portfolio selection at a R&D center maximizing support of the organization's strategy and values. The model balances the cost and benefit of the entire portfolio.

  13. Development of an Electronic Portfolio System Success Model: An Information Systems Approach

    ERIC Educational Resources Information Center

    Balaban, Igor; Mu, Enrique; Divjak, Blazenka

    2013-01-01

    This research has two main goals: to develop an instrument for assessing Electronic Portfolio (ePortfolio) success and to build a corresponding ePortfolio success model using DeLone and McLean's information systems success model as the theoretical framework. For this purpose, we developed an ePortfolio success measurement instrument and structural…

  14. Views on Using Portfolio in Teacher Education

    ERIC Educational Resources Information Center

    Imhof, Margarete; Picard, Christin

    2009-01-01

    The usage of portfolio methods to document professional development in teaching is increasing in Germany, but despite its proliferation, the issue of how the effects of portfolio methods can be determined has received little attention. This paper investigates the acceptance of portfolio by the pre-service teachers (N = 144, 112 female) and the…

  15. Safeguards Professional Development Opportunities

    SciTech Connect

    Gilligan, Kimberly V

    2010-01-01

    Across the international field of safeguards there has been a rising awareness of the need for development of the next generation of safeguards professionals. The 2010 International Atomic Energy Agency Safeguards Symposium includes a suggested topic of 'developing safeguards professionals.' This can first be addressed by making university students and young professionals aware of safeguards and the unique career opportunities it encompasses. Then, once someone decides to go into safeguards he/she needs to be offered professional development opportunities in order to become a more effective member of the international safeguards community. This paper begins to do that by reviewing opportunities currently available. There are not many opportunities that are well advertised and this paper will serve to raise awareness of what does already exist and therefore benefit the international safeguards community. The current opportunities that will be discussed include training programs, graduate degrees, organizational outreach, professional networks, and intensive topic specific programs. The paper will also identify current needs and holes in the current offerings of professional development opportunities and suggest ways they can be filled. In the conclusion the paper addresses what types of programs are still needed.

  16. Developing a sustainable electronic portfolio (ePortfolio) program that fosters reflective practice and incorporates CanMEDS competencies into the undergraduate medical curriculum.

    PubMed

    Hall, Pippa; Byszewski, Anna; Sutherland, Stephanie; Stodel, Emma J

    2012-06-01

    The University of Ottawa (uOttawa) Faculty of Medicine in 2008 launched a revised undergraduate medical education (UGME) curriculum that was based on the seven CanMEDS roles (medical expert, communicator, collaborator, health advocate, manager, scholar, and professional) and added an eighth role of person to incorporate the dimension of mindfulness and personal well-being. In this article, the authors describe the development of an electronic Portfolio (ePortfolio) program that enables uOttawa medical students to document their activities and to demonstrate their development of competence in each of the eight roles. The ePortfolio program supports reflective practice, an important component of professional competence, and provides a means for addressing the "hidden curriculum." It is bilingual, mandatory, and spans the four years of UGME. It includes both an online component for students to document their personal development and for student-coach dialogue, as well as twice-yearly, small-group meetings in which students engage in reflective discussions and learn to give and receive feedback.The authors reflect on the challenges they faced in the development and implementation of the ePortfolio program and share the lessons they have learned along the way to a successful and sustainable program. These lessons include switching from a complex information technology system to a user-friendly, Web-based blog platform; rethinking orientation sessions to ensure that faculty and students understand the value of the ePortfolio program; soliciting student input to improve the program and increase student buy-in; and providing faculty development opportunities and recognition. PMID:22534601

  17. Professional Development Plus: Rethinking Professional Learning

    ERIC Educational Resources Information Center

    Hudak, Michele

    2013-01-01

    The purpose of professional development is to enhance educator practices so that students may achieve at high levels. Too often, professional development tends to be too broad, general, or unrelated to problems of practice that teachers face in their own classrooms. This action research project builds upon the scholarly research that recognizes…

  18. Transforming Professional Development to Professional Learning

    ERIC Educational Resources Information Center

    Stewart, Chelsea

    2014-01-01

    This article reviews teacher professional development norms as they are shifting toward collaborative practice. It is posed that passive and individual practices are inadequate to prepare teachers to integrate the academic skills that learners need for both workforce and college readiness. Promising practices in professional development are…

  19. Professional Environment for Teacher Professional Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

    Introduction. Teaching and training are at the heart of the knowledge society where the continuing professional development of teachers and trainers provides the cornerstone for the development of a high quality education and training systems. The Aim of the Study. To identify a design of professional environment for teacher professional…

  20. Professionalism, Professionality and the Development of Education Professionals

    ERIC Educational Resources Information Center

    Evans, Linda

    2008-01-01

    What purpose is served by renovation or redesign of professionalism, and how successful a process is it likely to be? This article addresses these questions by examining the effectiveness as a professional development mechanism of the imposition of changes to policy and/or practice that require modification or renovation of professionalism. The…

  1. Portfolio as a learning tool: students' perspective.

    PubMed

    Elango, S; Jutti, R C; Lee, L K

    2005-09-01

    Portfolio writing is a method of encouraging reflective learning among professionals. Although portfolio-based learning is popular among educators, not many studies have been done to determine students' perceptions of portfolio as a learning tool. A questionnaire survey was conducted among 143 medical students to find out their perceptions of the portfolio as a learning tool. A majority of the students felt that the portfolio is a good learning tool. However, they also perceived that it is stressful and time-consuming to develop a proper portfolio. The study indicates that students need appropriate guidance from the academic staff for the system to succeed. PMID:16205830

  2. Professional Development. Research Brief

    ERIC Educational Resources Information Center

    Walker, Karen

    2004-01-01

    According to the literature, the purpose of professional development is to improve student learning. It was noted that there appeared to be a direct correlation between the depth of the teacher's content knowledge, methodologies, student-teacher relationships, and reflection, that when applied to an improvement in practices, positively affected…

  3. Fixing Teacher Professional Development

    ERIC Educational Resources Information Center

    Hill, Heather C.

    2009-01-01

    The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and…

  4. Reflecting on Professional Development

    ERIC Educational Resources Information Center

    Bevins, Stuart; Jordan, Julie; Perry, Emily

    2011-01-01

    This paper describes how a cluster of nine secondary science teachers and lecturers from five schools and colleges in the United Kingdom designed and undertook small-scale action research projects as an approach to their own continuing professional development. The participating teachers identified a range of topics for investigation such as:…

  5. Contextually Based Professional Development

    ERIC Educational Resources Information Center

    Blocher, J. Michael; Armfield, Shadow W.; Sujo-Montes, Laura; Tucker, Gary; Willis, Elizabeth

    2011-01-01

    In this article, the authors detail a study of a three-year professional development project designed to increase in-service teachers' classroom technology integration. Participants engaged in learning activities that modeled technology integration from a contextually based perspective that included technology, and pedagogical and content…

  6. Directions for Research and Development on Electronic Portfolios

    ERIC Educational Resources Information Center

    Abrami, Philip C.; Barrett, Helen

    2005-01-01

    This lead article for the special issue of the "Canadian Journal of Learning and Technology" explores directions for research and development on electronic portfolios, which are digital containers capable of storing visual and auditory content; software for which may also be designed to support a variety of pedagogical processes and…

  7. Developing Professionalism through Reflective Practice and Ongoing Professional Development

    ERIC Educational Resources Information Center

    Bleach, Josephine

    2014-01-01

    This article contributes to the debate on early years professionalism. It explores the impact of a continuous professional development (CPD) programme, in particular a module on professional practice, on early childhood care and education (ECCE) practitioners' identity as early years professionals. Action research informed the development of…

  8. Using the ePortfolio to Complement Standardized Testing in a Healthcare Professional Program: Better Education or More Busy Work?

    ERIC Educational Resources Information Center

    Chan, Clarence

    2012-01-01

    This article evaluates the full-scale integration of the ePortfolio into a healthcare professional program in an open admissions community college in the United States. The Physical Therapist Assistant program in question struggles to balance the dynamic tension between preparing students for a summative multiple-choice licensing examination and…

  9. Open Source Eportfolio: Development and Implementation of an Institution-Wide Electronic Portfolio Platform for Students

    ERIC Educational Resources Information Center

    Meeus, Wil; Questier, Frederik; Derks, Thea

    2006-01-01

    This article provides a general overview of how portfolio is used in education and then goes on to discuss the development of a generic, institution-wide portfolio for students. We further provide a succinct summary and critical analysis of the educational principles underlying the use of portfolio in higher education. This is followed by an…

  10. Developing a Template for Electronic Portfolios in Career and Technical Education

    ERIC Educational Resources Information Center

    Fowler, Matthew

    2012-01-01

    The purposes of this multiple case study were to determine if manufacturing and services sector employers found value in the use of an ePortfolio in the hiring process, and to develop a suggested template for an ePortfolio format to be used within career and technical education. Electronic portfolios "allow students to showcase their…

  11. Nursing portfolio study: the use in annual performance reviews.

    PubMed

    Capan, Michelle L; Ambrose, Heather L; Burkett, Marnie; Evangelista, Tonya R; Flook, Donna M; Straka, Kristen L

    2013-01-01

    Professional portfolios allow staff to document their participation in areas of education, certification, shared governance councils, national nursing organizations, and community outreach. In this study, nurses tracked their professional development in a virtual electronic portfolio. A preperception/postperception questionnaire for both staff and unit directors revealed that nursing portfolios proved to be a valuable tool during annual performance reviews to acknowledge accomplishments and encourage continued professional growth of individual direct-care staff nurses. PMID:23877288

  12. Professional Academic Development through Professional Journal Dialogue

    ERIC Educational Resources Information Center

    Ruth, Damian; Naidoo, Kogi

    2012-01-01

    This paper presents the cooperative analysis by a lecturer and an academic development practitioner of a reflective journal dialogue over the 12 weeks of teaching a postgraduate course. Through a retrospective analysis of the journal the present paper explores the following issues: the framing of an inquiry; the personal-professional nexus; and…

  13. Individual Professional Development Plans: Cultivating Professional Growth

    ERIC Educational Resources Information Center

    Hargens, Taryl M.

    2010-01-01

    Over the last five years schools and districts have been under enormous pressure to improve student achievement scores on state accountability assessments. Educators agree that professional development plays a key role in providing the knowledge and skills needed to increase teacher effectiveness in the classroom. There is no reliable measure for…

  14. Developing Digital Portfolios: Investigating How Digital Portfolios Can Facilitate Pupil Talk about Learning

    ERIC Educational Resources Information Center

    Wall, Kate; Higgins, Steve; Miller, Jen; Packard, Nick

    2006-01-01

    The Digital Portfolio Project at Newcastle University aimed over one year (2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner's work using information and communications technology (ICT). This paper draws on evidence of pupil views collected as part of 14 teacher-led case studies. The teachers all…

  15. Writing Project Professional Development Continues to Yield Gains in Student Writing Achievement. Research Brief No. 2

    ERIC Educational Resources Information Center

    National Writing Project (NJ1), 2010

    2010-01-01

    The National Writing Project (NWP) has expanded its national portfolio of research projects conducted at local Writing Project sites to 16 studies that examine professional development, teacher practices, and student writing achievement. NWP sites emphasize common principles of high-quality instruction and the professional development necessary to…

  16. 2008 Research Portfolio: Research & Development Division

    ERIC Educational Resources Information Center

    Educational Testing Service, 2008

    2008-01-01

    This document describes the breadth of the research being conducted in 2008 by the Research and Development Division at Educational Testing Service (ETS). The research described falls into three large categories: (1) Research supported by the ETS research allocation; (2) Research funded by testing programs at ETS; and (3) Research funded by…

  17. Investigating Advanced Professional Learning of Early Career and Experienced Teachers through Program Portfolios

    ERIC Educational Resources Information Center

    Fox, Rebecca K.; Muccio, Leah S.; White, C. Stephen; Tian, Jie

    2015-01-01

    Since closing the gap between different levels of professional development for teachers has been identified as a particular need in our profession, capturing the results of professional coursework can help teacher educators better understand and meet the unique needs of teachers with different levels of experience. This study examined the effects…

  18. Development of a portfolio of learning for postgraduate family medicine training in South Africa: a Delphi study

    PubMed Central

    2012-01-01

    Background Within the 52 health districts in South Africa, the family physician is seen as the clinical leader within a multi-professional district health team. Family physicians must be competent to meet 90% of the health needs of the communities in their districts. The eight university departments of Family Medicine have identified five unit standards, broken down into 85 training outcomes, for postgraduate training. The family medicine registrar must prove at the end of training that all the required training outcomes have been attained. District health managers must be assured that the family physician is competent to deliver the expected service. The Colleges of Medicine of South Africa (CMSA) require a portfolio to be submitted as part of the uniform assessment of all registrars applying to write the national fellowship examinations. This study aimed to achieve a consensus on the contents and principles of the first national portfolio for use in family medicine training in South Africa. Methods A workshop held at the WONCA Africa Regional Conference in 2009 explored the purpose and broad contents of the portfolio. The 85 training outcomes, ideas from the WONCA workshop, the literature, and existing portfolios in the various universities were used to develop a questionnaire that was tested for content validity by a panel of 31 experts in family medicine in South Africa, via the Delphi technique in four rounds. Eighty five content items (national learning outcomes) and 27 principles were tested. Consensus was defined as 70% agreement. For those items that the panel thought should be included, they were also asked how to provide evidence for the specific item in the portfolio, and how to assess that evidence. Results Consensus was reached on 61 of the 85 national learning outcomes. The panel recommended that 50 be assessed by the portfolio and 11 should not be. No consensus could be reached on the remaining 24 outcomes and these were also omitted from the

  19. Comprehensive Education Portfolio with a Career Focus

    ERIC Educational Resources Information Center

    Kruger, Evonne J.; Holtzman, Diane M.; Dagavarian, Debra A.

    2013-01-01

    There are many types of student portfolios used within academia: the prior learning portfolio, credentialing portfolio, developmental portfolio, capstone portfolio, individual course portfolio, and the comprehensive education portfolio. The comprehensive education portfolio (CEP), as used by the authors, is a student portfolio, developed over…

  20. Professional Development Schools.

    ERIC Educational Resources Information Center

    Kennedy, Mary M.

    1990-01-01

    This journal issue features a review of the edited volume, "Building a Professional Culture in Schools," and an interview with Charles Thompson, the associate dean for clinical studies at Michigan State University's College of Education. The review discusses the book's three major sections: one arguing for new professional roles for teachers; a…

  1. Professional Development for the New Millennium. Professional Development Model.

    ERIC Educational Resources Information Center

    Mississippi State Dept. of Education, Jackson.

    In 1998, the Mississippi Legislature amended Mississippi Code Section 37-17 concerning the requirements for local school district professional development programs. The Department of Education then revised this portion of the model to reflect the statutory changes. This handbook contains the definition and purpose of professional development and…

  2. Observation Tools for Professional Development

    ERIC Educational Resources Information Center

    Malu, Kathleen F.

    2015-01-01

    Professional development of teachers, including English language teachers, empowers them to change in ways that improve teaching and learning (Gall and Acheson 2011; Murray 2010). In their seminal research on staff development--professional development in today's terms--Joyce and Showers (2002) identify key factors that promote teacher change.…

  3. Professional Development: Then and Now

    ERIC Educational Resources Information Center

    Bolt, Susan

    2012-01-01

    Technological developments have altered pedagogies in classroom teaching but approaches to teacher professional development have remained largely unchanged. The purpose of this paper is to describe an evolving learning process that spans the last decade and draws from three different investigations into professional development. The author…

  4. Professional Development: Setting the Context.

    ERIC Educational Resources Information Center

    Watts, Gordon E.; Hammons, James O.

    2002-01-01

    States that professional development programs, though they run the gamut from fledgling to comprehensive, have developed over the last three decades as a result of the rapid growth of the community college. Examines some of the early struggles of the professional development movement and discusses future challenges. (AUTH/NB)

  5. Continuing professional development for veterinarians.

    PubMed

    Caple, I W

    2005-04-01

    Continuing professional development for veterinarians is expected to commence in the year after graduation and continue until retirement. The World Organisation for Animal Health standard for veterinary services is based on principles of an ethical, organisational and technical nature, and a mix of regulation, self-regulation and quality assurance approaches are used. Few jurisdictions have made a minimum requirement of continuing professional development, measured in hours or units, mandatory in 2004, however, there is an increasing expectation of veterinarians to keep a personal record of their continuing professional development activities. Such records might assist in defending complaints about professional misconduct, and provide a basis for planning and monitoring personal professional growth. Continuing professional development can be obtained by a variety of means through structured and unstructured learning activities. The rapid advances in communication technologies and ready access to available electronic databases at the beginning of the 21st century is rapidly changing the way students learn in veterinary schools and how they will acquire continuing professional development during their careers. Universities, governments, professional associations and special interest groups all have roles to play in the delivery of continuing professional development to the veterinary profession and to ensure a structure is in place to monitor improvements in the delivery of quality veterinary services. PMID:15907035

  6. The Portfolio Guidebook: Implementing Quality in an Age of Standards. Bill Harp Professional Teachers Library.

    ERIC Educational Resources Information Center

    Koch, Richard; Schwartz-Petterson, Jean

    This portfolio book provides an actual step-by-step complete system of writing assessment from the ground up and across all grade levels. The book suggests that teachers purposefully gather student portfolios, reflect meaningfully on them, and then validly and reliably rate them with statistical success that will also feed meaningfully back into…

  7. Empowering Teachers through Professional Development

    ERIC Educational Resources Information Center

    Murray, Alice

    2010-01-01

    Professional development is an ongoing process, one that evolves as teachers assess and reexamine their teaching beliefs and practices. This article highlights some reasons for teachers to pursue professional development. It also suggests techniques that help teachers feel empowered and motivated in their English language classrooms. She includes…

  8. Online Professional Development: A Primer

    ERIC Educational Resources Information Center

    Bates, Meg S.; Phalen, Lena; Moran, Cheryl

    2016-01-01

    Many teachers are turning to online professional development to meet their learning needs, but the vast array of available opportunities may be overwhelming. This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and…

  9. Designing Professional Development That Works.

    ERIC Educational Resources Information Center

    Birman, Beatrice F.; Desimone, Laura; Porter, Andrew C.; Garet, Michael S.

    2000-01-01

    By studying survey data from 1,000 teachers participating in a Title II workshop, researchers identified three structural features (form, duration, and collective participation) that set a proper context for professional development. Three core features of professional-development learning experience include content focus, active learning, and…

  10. Facilitating Respectful Diversity Professional Development

    ERIC Educational Resources Information Center

    Bell, David L.; Thomas, Earl E.

    2007-01-01

    Changing demographics continue to challenge professional development programs to prepare school personnel to serve a rapidly expanding diverse student body. Popular diversity professional development models are on a continuum. They range from preparing teachers to design themes and activities that are culturally relevant all the way to enabling…

  11. The Science of Professional Development

    ERIC Educational Resources Information Center

    Klingner, J. K.

    2004-01-01

    In this commentary, I discuss the science of professional development. A great deal is already known about how to provide professional development that supports teachers' implementation of evidence-based practices and the factors that enhance or inhibit teachers' sustained use of the practices. I summarize the work of researchers who have achieved…

  12. Priority setting for evaluation: developing a strategic evaluation portfolio.

    PubMed

    Spilsbury, M J; Norgbey, S; Battaglino, C

    2014-10-01

    Resources for evaluation are frequently scarce and best use should be made of them to deliver against the typical purposes of an evaluation function to (i) enhance accountability and (ii) promote operational improvement and learning. This paper presents a method for analyzing and prioritizing potential evaluations to improve the selection of a portfolio of activities that give the greatest pay-off. The method establishes the relative priority of 'evaluation opportunities' against criteria that relate to the usual primary purposes of an evaluation function. The method was developed in the context of a multilateral organization but is of general utility to the wider evaluation community and, with suitable adaptation can be applied to help ensure that scarce evaluation resources are used to their best advantage. A range of benefits are expected to accrue to an organization from adopting a more thorough, analytical priority setting process. These include: The paper describes a priority setting method, including the key criteria that are used to assess 'evaluation opportunities', and presents different analyses of an evaluation portfolio. Examples from a practical application of the approach to the preparation of an evaluation work plan in a multilateral environmental agency are given. PMID:24921966

  13. A Blueprint for Building an Online Career Portfolio.

    ERIC Educational Resources Information Center

    Lumsden, Jill A.; Garis, Jeffrey W.; Reardon, Robert C.; Unger, Myrna P.; Arkin, Scott

    2001-01-01

    Describes the Career Portfolio, a tool designed to guide students in developing strategic career plans and marketing their professional qualifications to employers and graduate/professional schools. Provides an overview of the Career Portfolio, including the principles on which the program is based and the features that distinguish it. (GCP)

  14. Definition of Professional Development

    ERIC Educational Resources Information Center

    Learning Forward, 2015

    2015-01-01

    President Obama signed into law the Every Student Succeeds Act, the reauthorization of the Elementary and Secondary Education Act, on December 10, 2015. "Learning Forward's focus in this new law is its improved definition of professional learning," said Stephanie Hirsh, executive director of Learning Forward. "We've long advocated…

  15. [A structured ePortfolio to handle a programme of professional competences assessment in the area of transfusion medicine].

    PubMed

    Staccini, P; Hergon, E; Bordonado, C; Jullien, S; Quaranta, J-F

    2007-08-01

    In order to organize a nationwide program for the evaluation of professional practices in the area of blood transfusion, the French National Blood Transfusion Institute and the Nice-Sophia Antipolis University designed and implemented a web based service aimed at following-up and guiding the physicians involved in such an assessment program. The core component is a structured electronic portfolio (ePortfolio), the implementation of which was based on an object-oriented environment combined with a content management system. The modelling of the global evaluation system makes it possible to describe this type of portfolio according to six axes: an axis "objectives" (competencies accreditation); an axis "target" (heath care professionals); an axis "content" (numerical documents); an axis "structure" (matrix of answer defined in space and time); an axis "source" (single source peer-reviewed); an axis "level of evidence" (validation of the proof after its deposit by an identified and authenticated peer user, whole tracking of the exchanges and interactions between users and device). PMID:17466558

  16. [Development of a portfolio for competency-based assessment in a clinical clerkship curriculum].

    PubMed

    Roh, HyeRin; Lee, Jong-Tae; Yoon, Yoo Sang; Rhee, Byoung Doo

    2015-12-01

    The purpose of this report was to describe our experience in planning and developing a portfolio for a clinical clerkship curriculum. We have developed a portfolio for assessing student competency since 2007. During an annual workshop on clinical clerkship curricula, clerkship directors from five Paik hospitals of Inje University met to improve the assessment of the portfolio. We generated templates for students to record their activities and reflection and receive feedback. We uploaded these templates to our school's website for students to download freely. Annually, we have held a faculty development seminar and a workshop for portfolio assessment and feedback. Also, we established an orientation program on how to construct a learning portfolio for students. Future actions include creating a ubiquitous portfolio system, extending the portfolio to the entire curriculum, setting up an advisor system, and managing the quality of the portfolio. This study could be helpful for medical schools that plan to improve their portfolio assessment with an outcome-based approach. PMID:26657554

  17. Portfolio Structure and Student Profiles: An Analysis of Education Student Portfolio Reflectivity Scores.

    ERIC Educational Resources Information Center

    Cole, Donna J.; And Others

    This study explores an endeavor by the Ohio Consortium for Portfolio Development to assess preservice teachers' reflectivity as demonstrated through the development of professional portfolios. The first section of this paper presents the demographic information of the study, explaining the consortium derivation, purpose, and interrater format. The…

  18. Professional Development of Academic Library Professionals in Kerala

    ERIC Educational Resources Information Center

    Mathew, K. Susan; Baby, M. D.; Pillai, S. Sreerekha

    2011-01-01

    The paper aims to bring out the problems and prospects of the professional development opportunities of academic library professionals in the Universities in Kerala. The study is a part of research undertaken to survey the professional development activities and educational needs of library professionals in the major Universities of Kerala in the…

  19. The Science of Professional Development

    ERIC Educational Resources Information Center

    Fields, Erica T.; Levy, Abigail Jurist; Karelitz, Tzur M.; Martinez-Gudapakkam, Audrey; Jablonski, Erica

    2012-01-01

    Data from a recent study show that investing in science teachers' professional growth and teaching ability is a wise choice. However, the professional development must have the right content (the science discipline that teachers are actually teaching), at the right time (when they are assigned to teach that science discipline), and in a stable…

  20. Professional Development: Specialization or Hybridization.

    ERIC Educational Resources Information Center

    Agha, Syed Salim

    2001-01-01

    Discusses the professional development of librarians and information professionals and considers the future direction it should take. Topics include the forces of capitalism, the growth in information and communication technology, and the changing demands and needs of users (or customers). (LRW)

  1. Predictors of Professional Identity Development for Student Affairs Professionals

    ERIC Educational Resources Information Center

    Pittman, Edward C.; Foubert, John D.

    2016-01-01

    This study examined whether professional involvement, supervision style, and mentoring predicted the professional identity of graduate students and new professionals in student affairs. Results of the study show that all three independent variables predicted the professional identity development of graduate students. Supervision style of a…

  2. Continuing Professional Development: Best Practices

    PubMed Central

    Filipe, Helena P.; Silva, Eduardo D.; Stulting, Andries A.; Golnik, Karl C.

    2014-01-01

    Continuing professional development (CPD) involves not only educational activities to enhance medical competence in medical knowledge and skills, but also in management, team building, professionalism, interpersonal communication, technology, teaching, and accountability. This paper aims at reviewing best practices to promote effective CPD. Principles and guidelines, as already defined by some professional societies and world organizations, are emphasized as core actions to best enhance an effective lifelong learning after residency. The personal learning plan (PLP) is discussed as the core of a well-structured CPD and we describe how it should be created. Fundamental CPD principles and how they are integrated in the framework of every physician's professional life will be described. The value of systematic and comprehensive CPD documentation and assessment is emphasized. Accreditation requirements and professional relationships with commercial sponsors are discussed. PMID:24791104

  3. Development and Sustainability of ePortfolios in Counselor Education: An Applied Retrospective

    ERIC Educational Resources Information Center

    Luther, Ann E.; Barnes, Paul

    2015-01-01

    This article chronicles the evolution of an ePortfolio as a practicum/internship capstone project used to assess skill development in graduate level counselor education at the University of Nebraska at Omaha. The authors describe the successes and challenges encountered from the implementation of an internally designed and maintained ePortfolio in…

  4. Developing and successfully implementing a competency-based portfolio assessment system in a postgraduate family medicine residency program.

    PubMed

    McEwen, Laura A; Griffiths, Jane; Schultz, Karen

    2015-11-01

    The use of portfolios in postgraduate medical residency education to support competency development is increasing; however, the processes by which these assessment systems are designed, implemented, and maintained are emergent. The authors describe the needs assessment, development, implementation, and continuing quality improvement processes that have shaped the Portfolio Assessment Support System (PASS) used by the postgraduate family medicine program at Queen's University since 2009. Their description includes the impetus for change and contextual realities that guided the effort, plus the processes used for selecting assessment components and developing strategic supports. The authors discuss the identification of impact measures at the individual, programmatic, and institutional levels and the ways the department uses these to monitor how PASS supports competency development, scaffolds residents' self-regulated learning skills, and promotes professional identity formation. They describe the "academic advisor" role and provide an appendix covering the portfolio elements. Reflection elements include learning plans, clinical question logs, confidence surveys, and reflections about continuity of care and significant incidents. Learning module elements cover the required, online bioethics, global health, and consult-request modules. Assessment elements cover each resident's research project, clinical audits, presentations, objective structured clinical exam and simulated office oral exam results, field notes, entrustable professional activities, multisource feedback, and in-training evaluation reports. Document elements are the resident's continuing medical education activities including procedures log, attendance log, and patient demographic summaries.The authors wish to support others who are engaged in the systematic portfolio-design process or who may adapt aspects of PASS for their local programs. PMID:25993277

  5. Decision Gate Process for Assessment of a Technology Development Portfolio

    NASA Technical Reports Server (NTRS)

    Kohli, Rajiv; Fishman, Julianna; Hyatt, Mark

    2012-01-01

    The NASA Dust Management Project (DMP) was established to provide technologies (to TRL 6 development level) required to address adverse effects of lunar dust to humans and to exploration systems and equipment, which will reduce life cycle cost and risk, and will increase the probability of sustainable and successful lunar missions. The technology portfolio of DMP consisted of different categories of technologies whose final product is either a technology solution in itself, or one that contributes toward a dust mitigation strategy for a particular application. A Decision Gate Process (DGP) was developed to assess and validate the achievement and priority of the dust mitigation technologies as the technologies progress through the development cycle. The DGP was part of continuous technology assessment and was a critical element of DMP risk management. At the core of the process were technology-specific criteria developed to measure the success of each DMP technology in attaining the technology readiness levels assigned to each decision gate. The DGP accounts for both categories of technologies and qualifies the technology progression from technology development tasks to application areas. The process provided opportunities to validate performance, as well as to identify non-performance in time to adjust resources and direction. This paper describes the overall philosophy of the DGP and the methodology for implementation for DMP, and describes the method for defining the technology evaluation criteria. The process is illustrated by example of an application to a specific DMP technology.

  6. The Power of "E": Using e-Portfolios to Build Online Presentation Skills

    ERIC Educational Resources Information Center

    Lane, Cara

    2007-01-01

    Describing the results of an e-portfolio contest and attendant research conducted at the University of Washington (UW), Cara Lane discusses student attitudes toward e-portfolios and argues for the usefulness of e-portfolios as a means for students to develop professional and academic presentation skills as well as basic technology skills. Lane…

  7. Lessons Learned from the Implementation of Electronic Portfolios at Three Universities

    ERIC Educational Resources Information Center

    Wilhelm, Lance; Puckett, Kathleen; Beisser, Sally; Wishart, William; Merideth, Eunice; Sivakumaran, Thilla

    2006-01-01

    Portfolios are used in teacher education programs to provide evidence of pre-service teachers' professional growth and development. As programs are better able to integrate technology into the teacher preparation curriculum, many educational institutions are implementing electronic versions of portfolios (e-portfolios) on a widespread basis. Uses…

  8. Caring in Nursing Professional Development.

    PubMed

    Martin, Mary Brigid

    2015-01-01

    Caring science has been identified and examined in the discipline of nursing for over 40 years. Within this period, the topic has been analyzed and studied resulting in theories, models, books, and articles published nationally and internationally. Although advancements have been made in caring knowledge development, opportunities to integrate caring science into all aspects of nursing abound, including the specialty of nursing professional development. The focus of this article is to present ways in which nursing professional development specialists may incorporate caring science into practice, using Ray's (2010) Transcultural Caring Dynamics in Nursing and Health Care model as an exceptional exemplar for understanding, awareness, and choice for nurses and patients. PMID:26381337

  9. The science of professional development.

    PubMed

    Klingner, Janette K

    2004-01-01

    In this commentary, I discuss the science of professional development. A great deal is already known about how to provide professional development that supports teachers' implementation of evidence-based practices and the factors that enhance or inhibit teachers' sustained use of the practices. I summarize the work of researchers who have achieved some success in facilitating teachers' learning of new practices, highlighting my own research with colleagues. Professional development is known to be most successful when (a) researchers work closely with school districts, so that everyone is on the same page, and the practices that researchers are teaching are aligned with the district's curriculum and standards; (b) student outcome data showing that the practice works are provided to all; (c) administrative support is clearly evident; (d) long-term support is provided for teachers (including demonstrations and coaching); and (e) teachers take ownership of the practices and responsibility for mentoring their peers. PMID:15495665

  10. Professional Development in Secondary Schools.

    ERIC Educational Resources Information Center

    Haile, Brian

    1980-01-01

    Citing information gained in his study of professional development programs in industry, retailing, and banking, the author proposes a new model for staff development in England's secondary schools, one based on self-assessment of individual needs and diversified training strategies. (SJL)

  11. Reframing Professional Development through Understanding Authentic Professional Learning

    ERIC Educational Resources Information Center

    Webster-Wright, Ann

    2009-01-01

    Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the…

  12. Professionalism, Scholarly Practice, and Professional Development in Student Affairs

    ERIC Educational Resources Information Center

    Carpenter, Stan; Stimpson, Matthew T.

    2007-01-01

    This article presents a synthesis of recent literature on professionalism in student affairs. Attention is given to the nature of professionalism, a discussion of student affairs as a profession, the scholarly practice of student affairs, and professional development in student affairs. The authors note that an assumption of professionalism…

  13. When funds for professional development are scarce.

    PubMed

    Wider, Lottchen Crane; Sind, Joann

    2012-01-01

    This column describes an approach to sustaining interprofessional education for perioperative staff when budgetary cuts in professional education significantly limit professional development. PMID:22214413

  14. Does Professional Development School Preparation Make a Difference? A Comparison of Three Teacher Candidate Studies

    ERIC Educational Resources Information Center

    Castle, Sharon; Fox, Rebecca K.; Fuhrman, Caroline

    2009-01-01

    The article compares three replication studies that explore potential differences between teacher candidates trained in professional development schools and those trained in a traditional program. Data sources included student teaching evaluations (analyzed quantitatively) and portfolio reflections, oral and written (analyzed qualitatively). The…

  15. Classroom Videos in Professional Development

    ERIC Educational Resources Information Center

    Chavez, Alma Fabiola Rangel

    2007-01-01

    Due to the recent advances in video technology, an increased incorporation of videos and multimedia materials is used in teacher education, commonly for demonstration of good practices or as a reflection tool for teacher professional development. However, video cases can never fully replicate the complexity of working in a real classroom. Watching…

  16. Professional Development for Bermudian Educators.

    ERIC Educational Resources Information Center

    Bohrer, George F., Jr.; Colbert, Ronald; Zide, Michele Moran

    This paper presents a case study of distance education and professional development in Bermuda, British West Indies. In 1996, the Division of Graduate and Continuing Education at Fitchburg State College (FSC), Massachusetts, entered into a program to provide a Master's of Education program to Bermuda's teachers. The Bermudian Ministry of Education…

  17. Professional Development for Teacher Leaders

    ERIC Educational Resources Information Center

    Rodriguez, Fred; Mantle-Bromley, Corinne; Bailey, Mona; Paccione, Angela

    2003-01-01

    The Colorado Partnership for Educational Renewal has created a professional development opportunity for teachers who are skilled in and committed to teaching for equity and diversity. Participants discuss benefits of their participation, especially valuing the support that crosses district and age-level boundaries. (Contains 1 note.)

  18. Professional Development: Catalyst for Change?

    ERIC Educational Resources Information Center

    Niederhauser, Dale; Wessling, Sarah

    2011-01-01

    Difficulty securing adequate professional development (PD) has long been a barrier to the effective implementation of educational technology. Concerns about the dearth of PD for helping teachers integrate technology into their instructional practices raised nearly 25 years ago appear to still hold true despite repeated calls for increased…

  19. Professional Development Worth Paying For

    ERIC Educational Resources Information Center

    Christie, Kathy

    2009-01-01

    While state leaders understand the value of professional development, they also need to consider the costs. Such costs are some of the most difficult to calculate. If state leaders are going to pony up for improving the instructional skills of teachers and principals, they want to know that their dollars are well-spent. The same can be said for…

  20. Professional Development Schools: Confronting Realities.

    ERIC Educational Resources Information Center

    Lauter, Nancy J., Ed.

    This collection of articles discusses the realities of Professional Development Schools (PDS) from the perspectives of school teachers, college faculty, college administrators, and other educational administrators. The articles focus on the five dimensions of PDS work (institutionalization, equity, standards and quality, inquiry, and financing).…

  1. What Works in Professional Development?

    ERIC Educational Resources Information Center

    Guskey, Thomas R.; Yoon, Kwang Suk

    2009-01-01

    Scholars from the American Institutes for Research analyzed findings from over 1,300 studies that potentially address the effect of professional development on student learning outcomes. The project was sponsored by the Regional Education Laboratory-Southwest (RELSW) and funded by the Institute of Education Sciences of the U.S. Department of…

  2. Using the e-Portfolio to Document and Evaluate Growth in Reflective Practice: The Development and Application of a Conceptual Framework

    ERIC Educational Resources Information Center

    Pitts, Wesley; Ruggirello, Rachel

    2012-01-01

    This case study focused on the electronic portfolio (e-portfolio) as a portrait of teacher growth in an in-service chemistry education graduate program. The e-portfolio provided a multimedia space for systematic documentation of teacher professional growth within the domain of reflective practice. In this study, the outcome and illustration of…

  3. Supporting Teachers' Reflection and Learning through Structured Digital Teaching Portfolios

    ERIC Educational Resources Information Center

    Sung, Y. -T.; Chang, K. -E.; Yu, W. -C.; Chang, T. -H.

    2009-01-01

    Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-assessment, peer assessment, discussion and journal…

  4. Professional Development Program--Your Reactions

    ERIC Educational Resources Information Center

    Training and Development Journal, 1974

    1974-01-01

    Presented are readers' responses to Thomas F. Hatcher's article "Professional Development Opportunities for Trainers" which appeared in the January issue of the Training and Development Journal. Hatcher proposed a three-phase professional development program. (SC)

  5. Creating Professional Learning Communities: The Work of Professional Development Schools

    ERIC Educational Resources Information Center

    Doolittle, Gini; Sudeck, Maria; Rattigan, Peter

    2008-01-01

    If professional learning communities offer opportunities for improving the teaching and learning process, then developing strong professional development school (PDS) partnerships establish an appropriate framework for that purpose. PDS partnerships, however, can be less than effective without proper planning and discussion about the aims of those…

  6. Use of ePortfolio Presentations in a Baccalaureate Nursing Program

    ERIC Educational Resources Information Center

    Feather, Rebecca; Ricci, Margaret

    2014-01-01

    Portfolios are an essential tool for demonstrating professional accomplishments and documenting professional growth in a variety of professions. Because of the competitive job market for new graduate nurses in health care, the development and use of an ePortfolio can be an essential tool for the application and interview process. The purpose of…

  7. Developing Professionalism in Business School Undergraduates

    ERIC Educational Resources Information Center

    Clark, Timothy S.; Amer, Tarek S.; Ng, Pin T.

    2014-01-01

    The authors explore the importance of developing professional behavior among business students and introduce a program designed to incentivize professionalism during undergraduate study. The Professionalism Recognition Program was established to promote, recognize, rate, and reward the students' professional conduct in a flexible and widely…

  8. Measuring Professional Identity Development among Counselor Trainees

    ERIC Educational Resources Information Center

    Prosek, Elizabeth A.; Hurt, Kara M.

    2014-01-01

    This study examined the differences in professional identity development between novice and advanced counselor trainees (N = 161). Multivariate analyses of variance indicated significant differences between groups. Specifically, advanced counselor trainees demonstrated greater professional development compared with novice counselor trainees. No…

  9. Teachers' Professional Lives and Continuing Professional Development in Changing Times

    ERIC Educational Resources Information Center

    Tang, Sylvia Yee Fan; Choi, Pik Lin

    2009-01-01

    This paper presents a qualitative study about how teachers entering the profession at different times over the last five decades made sense of their professional lives and continuing professional development (CPD) experiences against the backdrop of the CPD policy infrastructure and wider educational context in Hong Kong. The life history method…

  10. Professional Doctoral Theses by Explication as Professional Management Development

    ERIC Educational Resources Information Center

    Zuber-Skerritt, Ortrun

    2007-01-01

    Purpose: This paper aims to explain the nature, and identify the quality criteria of a doctoral thesis by explication for professional management development. Design/methodology/approach: A working definition of a professional doctoral explication thesis (DET) is proposed and substantiated by five experts. The paper takes a practical, educational…

  11. Teacher Professional Leadership in Support of Teacher Professional Development

    ERIC Educational Resources Information Center

    Taylor, Mike; Yates, Anne; Meyer, Luanna H.; Kinsella, Penny

    2011-01-01

    Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to…

  12. Planning Considerations for Afterschool Professional Development

    ERIC Educational Resources Information Center

    Bradshaw, L. Daniele

    2015-01-01

    Professional development is vital to the success of afterschool programs. Effective professional development enhances afterschool program quality by facilitating staff performance and knowledge; in addition, professional development is vital for improving student learning outcomes (Bouffard & Little, 2004; Hall & Surr, 2005; Joyce &…

  13. Differentiating Teacher Professional Development with Design

    ERIC Educational Resources Information Center

    MacFarlane, Bronwyn

    2012-01-01

    Much research supports the benefits that quality professional development plays in impacting teacher quality. Experiences in professional development can affect a teacher's growth, the application of varied instructional techniques, and increase student learning. When professional development is well-planned, it can provide purpose, collaboration,…

  14. Voices of Music Teachers regarding Professional Development

    ERIC Educational Resources Information Center

    Conway, Colleen M.; Hibbard, Shannan; Albert, Dan; Hourigan, Ryan

    2005-01-01

    Arts educators need specific professional development. Generic professional development alone will not work for arts teachers. Arts teachers also need more than one type of professional development as the narratives in the stories in this article make clear. The first music teacher provides narrative support for Bowles's research finding that…

  15. Leadership in Accountability for Professional Development Systems.

    ERIC Educational Resources Information Center

    Rude, Harvey; Stockhouse, Judy; Read, Jo Smith; Street, Steve; Murray, Karl

    The Professional Development Leadership Academy supports states in transforming systems of professional development. This paper investigates accountability considerations that are necessary to determine the impact and results of professional development from a state systems perspective. The five areas of focus that comprise the Academy knowledge…

  16. Professional Development for Teachers of Reading.

    ERIC Educational Resources Information Center

    Grant, Peggy A.; Young, Edyth E.; Montbriand, Cathy

    This paper examines several topics as they relate to the education of practicing reading teachers, including: the state of reading achievement in the United States; teacher thinking and professional development; the history of professional development for teachers of reading; professional development policies and guidelines recommended by various…

  17. A Cost Framework for Professional Development.

    ERIC Educational Resources Information Center

    Odden, Allan; Archibald, Sarah; Fermanich, Mark; Gallagher, H. Alix

    2002-01-01

    Defines professional development and its key components; reviews previous research on professional development costs; examines problems with current fiscal accounting codes; proposes a framework for capturing professional development costs composed of six elements: teacher time; training and coaching; administration; materials, equipment, and…

  18. Professional development: mine and theirs.

    PubMed

    Ball, J D

    2010-12-01

    This paper is based on an invited address for the Association of Psychologists in Academic Health Centers (APAHC) at the 2010 American Psychological Association (APA) Convention in San Diego, California. It is in response to the Ivan Mensh Award for Distinguished Achievement in Teaching presented to the author at the 2009 APA Convention. This article addresses two key themes in the instruction and professional development of clinical psychologists: internalization and management matters. The author asserts that these process and content topics characterize critical training ingredients in preparing students for the future practice of clinical psychology within modern academic health care settings. PMID:21104114

  19. Develop a Professional Learning Plan

    ERIC Educational Resources Information Center

    Journal of Staff Development, 2013

    2013-01-01

    A professional learning plan establishes short-and long-term plans for professional learning and implementation of the learning. Such plans guide individuals, schools, districts, and states in coordinating learning experiences designed to achieve outcomes for educators and students. Professional learning plans focus on the program of educator…

  20. Improving Teachers' Assessment Literacy through Professional Development

    ERIC Educational Resources Information Center

    Koh, Kim H.

    2011-01-01

    This study examined the effects of professional development on teachers' assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development…

  1. Teachers as Researchers: Supporting Professional Development.

    ERIC Educational Resources Information Center

    Gennaoui, Michele; Kretschmer, Robert E.

    1996-01-01

    Contrasts traditional professional development and a teacher-as-researcher project implemented at the Saint Francis de Sales School for the Deaf. Discusses ways the project influenced the professional development of teachers, the effects on the school community of group collaboration among diverse professional staff, support mechanisms required,…

  2. Tailoring Professional Development for IT Staff

    ERIC Educational Resources Information Center

    Haile, Christine E.; Trubitt, Lisa

    2007-01-01

    Professional development has become an increasingly important topic among information technology (IT) professionals in higher education, but what does it mean to engage in professional development activities? How does an institution create an initiative that meets broad organizational goals while taking into account the specific needs of the…

  3. Teachers' Professional Development: An Analysis of the Use of Professional Development Plans in a Dutch School

    ERIC Educational Resources Information Center

    Janssen, S.; Kreijns, K.; Bastiaens, T.; Stijnen, S.; Vermeulen, M.

    2012-01-01

    Professional development of teachers has become an essential condition in today's knowledge-based society to sustain the quality of teaching. Therefore, the Dutch government promotes this professional development. As a result, Professional Development Plans (PDPs) are now increasingly used to stimulate and support the professional development of…

  4. Institutional Assessment and the Integrative Core Curriculum: Involving Students in the Development of an ePortfolio System

    ERIC Educational Resources Information Center

    Silva, Mary Lourdes; Adams Delaney, Susan; Cochran, Jolene; Jackson, Ruth; Olivares, Cory

    2015-01-01

    The majority of research on the implementation of ePortfolios focuses on curriculum, faculty development, or student buy-in. When ePortfolio systems have been described in technical terms, the focus has been on the functionality, affordances, and limitations of ePortfolio systems (e.g., TaskStream, LiveText), free web tools (e.g., Google Docs),…

  5. Reclaiming Professional Identity through Postgraduate Professional Development: Careers Practitioners Reclaiming their Professional Selves

    ERIC Educational Resources Information Center

    Neary, Siobhan

    2014-01-01

    Careers advisers in the UK have experienced significant change and upheaval within their professional practice. This research explores the role of postgraduate-level professional development in contributing to professional identity. The research utilises a case study approach and adopts multiple tools to provide an in-depth examination of…

  6. Video Portfolios: The Development and Usefulness of a Teacher Assessment Procedure

    ERIC Educational Resources Information Center

    Bakker, Mirjam E. J.; Roelofs, Erik C.; Beijaard, Douwe; Sanders, Piet F.; Tigelaar, Dineke E. H.; Verloop, Nico

    2011-01-01

    This study reports on the development and usefulness of an assessment procedure for teachers' coaching competence. We examined the usefulness of the developed procedure with respect to making reliable judgments. Video portfolios were constructed by researchers, which consisted of deliberately planned video recordings of teachers' coaching…

  7. Development and Validation Process of a European Language Portfolio Model for Young Learners

    ERIC Educational Resources Information Center

    Mirici, Ismail Hakki

    2008-01-01

    The European Language Portfolio (ELP) was developed and piloted by the Language Policy Division of the Council of Europe, Strasbourg, from 1998 to 2000. It was launched on a pan-European level during the European Year of Languages as a tool to support the development of plurilingualism and pluriculturalism…

  8. 77 FR 76000 - Notice of Availability of Draft Report of the NOAA Research and Development Portfolio Review Task...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-12-26

    ... Availability of Draft Report of the NOAA Research and Development Portfolio Review Task Force and Request for... draft report of the SAB Research and Development Portfolio Review Task Force (PRTF) for public comment..., and application of science to resource management and environmental assessment and prediction....

  9. Sustainable Development, Systems Thinking and Professional Practice

    ERIC Educational Resources Information Center

    Martin, Stephen

    2008-01-01

    This article explores the impact of the sustainable development (SD) agenda on the occupational and professional needs of those who have undergone educational and training programmes in the environmental field either at the undergraduate or the postgraduate level or through relevant professional institutions' continuing professional development…

  10. Professional Learning Communities: Assessment--Development--Effects.

    ERIC Educational Resources Information Center

    Hipp, Kristine Kiefer; Huffman, Jane Bumpers

    This presentation addresses three topics: (1) the assessment of professional learning communities in schools; (2) the design and development of professional learning communities in schools; and (3) the effects of professional learning communities in schools. The purpose of this brief document is to share descriptions, processes, and materials…

  11. Science teachers' views of professional development

    NASA Astrophysics Data System (ADS)

    Loughran, John; Ingvarson, Lawrence

    1993-12-01

    Seventy-five science teachers from schools across Australia were interviewed in 1991 as part of the Science Education Professional Development Project (SEPD), a Department of Employment, Education and Training (DEET) funded Project of National Significance with a brief to develop a strategy to enhance the professional development of science teachers. At the time of interviewing there was considerable discussion about the implementation of a new classification, the Advanced Skilled Teacher. A major purpose of this Award Restructuring was to offer a career path for classroom teachers. In order to retain good science teachers and to encourage them to continue in the important role of classroom teaching it is crucial to understand and to meet their professional development needs. But what does it mean to develop and grow as a science teacher? What constitutes quality professional development? What do science teachers expect from professional development activities? This paper explores science teachers' expectations in relation to professional development and examines the implications for policy.

  12. Portfolios in Physics

    ERIC Educational Resources Information Center

    Nickelson, Dennis

    2004-01-01

    This article discusses how to develop portfolios in physics in order to assess student attainment of course goals. Portfolio assessment can include many forms of alternative assessment. Portfolios require students to collect and reflect on examples of their work. This form of assessment forces alternative ways of thinking by the teacher about what…

  13. Electronic portfolios in nursing education: a review of the literature.

    PubMed

    Green, Janet; Wyllie, Aileen; Jackson, Debra

    2014-01-01

    As health professionals, nurses are responsible for staying abreast of current professional knowledge and managing their own career, professional growth and development, and ideally, practices to support these activities should start during their student years. Interest in electronic or eportfolios is gathering momentum as educationalists explore their potential as a strategy for fostering lifelong learning and enhancing on-going personal and professional development. In this paper, we present an overview of e-portfolios and their application to nurse education, highlighting potential benefits and considerations of useage. We argue that the e-portfolio can represent an authentic means of assessing cognitive, reflective and affective skills. Furthermore, the e-portfolio provides a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. PMID:24090523

  14. Portfolio Development as a Three-Semester Process: The Value of Sequential Experience.

    ERIC Educational Resources Information Center

    Senne, Terry A.

    This study examined nine cohort teacher candidates from each of two physical education teacher education (PETE) programs developed teaching portfolios in three consecutive semesters of comparable courses: (1) elementary methods; (2) secondary methods; and (3) the student teaching internship. Studied were changes over time in teacher candidate…

  15. Developing a Model for ePortfolio Design: A Studio Approach

    ERIC Educational Resources Information Center

    Carpenter, Russell; Apostel, Shawn; Hyndman, June Overton

    2012-01-01

    After developing and testing a model for integrative collaboration at Eastern Kentucky University's Noel Studio for Academic Creativity, we offer results that highlight the potential for peer review to significantly and positively impact the ePortfolio design process for students. The results of this classroom/studio collaboration suggest that…

  16. Everyday Observations: Developing a Sociological Perspective through a Portfolio Term Project

    ERIC Educational Resources Information Center

    Johnson, David R.; Renzulli, Linda; Bunch, Jackson; Paino, Maria

    2013-01-01

    We describe a semester-long active learning project in which students practice the skills of synthesis and analysis by developing portfolios organized around a topic of their own choosing (relevant to their substantive course). We build on prior contributions in four ways. First, we offer a project that is indicative of basic skills in the…

  17. Who Is the "Professional" in a Professional Learning Community? An Exploration of Teacher Professionalism in Collaborative Professional Development Settings

    ERIC Educational Resources Information Center

    Servage, Laura

    2009-01-01

    This study is a survey and interpretation of professional development literature related to professional learning communities (PLCs) in schools. Current K 12 trade publications focusing on PLCs were analyzed against four different theoretical models of professionalism. Each model encourages and legitimates a different understanding of the…

  18. Professionalism in Broadcasting in Developing Countries

    ERIC Educational Resources Information Center

    O'Brien, Rita Cruise

    1977-01-01

    Examines the modes of professionalism and organizational structure in broadcasting and investigates how these modes transfer from industrialized nations to developing countries such as Algeria and Senegal. (MH)

  19. Profiles of Selected Promising Professional Development Initiatives.

    ERIC Educational Resources Information Center

    Cohen, Carol; Gerber, Peter; Handley, Claire; Kronley, Robert; Parry, Megan

    In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report represents efforts to identify and develop a database on promising new approaches to professional development in education, profiling 16 initiatives recommended by knowledge experts and representing a…

  20. The Professional Development of Teachers in Malta.

    ERIC Educational Resources Information Center

    Bezzina, Christopher; Camilleri, Antoinette

    2001-01-01

    Presents micro and macro approaches to professional development in Malta, which depend on teacher personal initiatives and the education system, outlining the historical context of faculty development in Malta; examining central issues, challenges, and approaches; emphasizing the need to establish a culture where professional development is…

  1. A New View of Professional Development.

    ERIC Educational Resources Information Center

    Stepanek, Jennifer

    2001-01-01

    Describes lesson study, a Japanese model for intensive, school-based professional development, noting that it is a change and improvement strategy appropriate for a cutural activity such as teaching, embodying many of the principles of effective professional development. The paper discusses: putting students at the center, developing professional…

  2. Contribution of Professional Development to Standards Implementation

    ERIC Educational Resources Information Center

    Klieger, Aviva; Yakobovitch, Anat

    2012-01-01

    Teachers' professional development is a key to any educational change and is critical when leading and assimilating change, such as introducing standards into classrooms. A national professional development (PD) framework was developed for the implementation of science standards published by the Israeli Ministry of Education, which was activated…

  3. Professional development for primary science teaching in Thailand: Knowledge, orientations, and practices of professional developers and professional development participants

    NASA Astrophysics Data System (ADS)

    Musikul, Kusalin

    The purpose of this study was to examine an entire PD project as a case to understand the dynamic nature of science PD in a holistic manner. I used a pedagogical content knowledge model by Magnusson, Krajcik, and Borko (1999) as my theoretical framework in examining the professional developers' and teacher participants' knowledge, orientation, and practice for professional development and elementary science teaching. The case study is my research tradition; I used grounded theory for data analysis. The primary data sources were interview, card sort activity, and observation field notes collected during the PD and subsequently in teacher participants' classrooms. Secondary data sources were documents and artifacts that I collected from the professional developers and teachers. An analysis of the data led me to interpret the following findings: (a) the professional developers displayed multiple orientations. These orientations included activity-driven, didactic, discovery, and pedagogy-driven orientations. The orientations that were found among the professional developers deviated from the reformed Thai Science Education Standards; (b) the professional developers had limited PCK for PD, which were knowledge of teachers' learning, knowledge of PD strategies, knowledge of PD curriculum, and knowledge of assessment.; (c) the professional developers' knowledge and orientations influenced their decisions in selecting PD activities and teaching approaches; (d) their orientations and PCK as well as the time factor influenced the design and implementation of the professional development; (e) the elementary teachers displayed didactic, activity-driven, and academic rigor orientations. The orientations that the teachers displayed deviated from the reformed Thai Science Education Standards; and (f) the elementary teachers exhibited limited PCK. It is evident that the limitation of one type of knowledge resulted in an ineffective use of other components of PCK. This study

  4. Master Teachers as Professional Developers: Managing Conflicting Versions of Professionalism

    ERIC Educational Resources Information Center

    Montecinos, Carmen; Pino, Mauricio; Campos-Martinez, Javier; Domínguez, Rosario; Carreño, Claudia

    2014-01-01

    As education's main workforce, teachers have been the target of policies designed to shape and affirm new versions of professionalism. This paper examines this issue as it is exemplified by the Teachers of Teachers Network (TTN), a program developed by Chile's Ministry of Education. As a program designed to identify and reward high…

  5. Enhancing Professionalism? Teachers' Voices on Continuing Professional Development in Scotland

    ERIC Educational Resources Information Center

    MacDonald Grieve, Ann; McGinley, Brian Peter

    2010-01-01

    This paper explores the concept of continuing professional development (CPD) for teachers in Scotland in an education system undergoing change. It considers the curricular and political changes which affect the nature of CPD considered appropriate and relevant for teachers. This article reports on one small-scale qualitative study into…

  6. Framing the Field: Professional Development in Context.

    ERIC Educational Resources Information Center

    Kronley, Robert A.; Handley, Claire

    In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report examines key factors and conditions that contribute to or hinder the success of professional development initiatives, especially as those factors and conditions relate to the financing of these…

  7. Measuring the Effectiveness of Professional Development Training

    ERIC Educational Resources Information Center

    Linder, Patricia; Kline, Marilyn

    2007-01-01

    When it comes to professional development, state and local education institutions frequently support the priorities of determining content area needs and organizing the delivery of the professional development, but less often comprehensively evaluate the training's overall effectiveness. Taking current research and practical application into…

  8. Professional Development Delivered Right to Your Door

    ERIC Educational Resources Information Center

    Breyfogle, M. Lynn; Spotts, Barbara

    2011-01-01

    During the past five years, the authors have collaborated to provide elementary school teachers with professional development that focuses on both mathematical content and pedagogy. All the professional development was created in keeping with the best practices. Many conversations evolved around the role of a coach and the most effective ways to…

  9. The Impact of Professional Development on Teaching

    ERIC Educational Resources Information Center

    McLoughlin, Virginia

    2012-01-01

    Differentiating instruction for individual students has been shown to enhance achievement, and professional development has been shown to be an effective method of teacher training. The purpose of this project study was to assess teachers' tolerance for and acceptance of professional development for differentiated instruction in a suburban…

  10. Professional Development for Water Quality Control Personnel.

    ERIC Educational Resources Information Center

    Shepard, Clinton Lewis

    This study investigated the availability of professional development opportunities for water quality control personnel in the midwest. The major objective of the study was to establish a listing of educational opportunities for the professional development of water quality control personnel and to compare these with the opportunities technicians…

  11. Cognitive Apprenticeship and Teachers' Professional Development

    ERIC Educational Resources Information Center

    Nichol, Jon; Turner-Bisset, Rosie

    2006-01-01

    The English government has focused upon a pattern of professional development that involves demonstration and modelling as a key element in the improvement of the teaching of 11-14 year olds (Key Stage 3 strategy). From 1997 the Nuffield Primary History Project (NPHP) has implemented a programme for the professional development of teachers built…

  12. Ohio Physical Educators' Perceived Professional Development Needs

    ERIC Educational Resources Information Center

    Hovatter, Rhonda

    2010-01-01

    This dissertation describes research designed to investigate the influence of select teacher and school characteristics on the perceived professional development needs of in-service physical educators in the state of Ohio. Data were collected using a self-report survey instrument comprised of the Professional Development Needs…

  13. Professional Development Policy for Tennessee's Schools.

    ERIC Educational Resources Information Center

    Tennessee State Board of Education, Nashville.

    Professional development is an essential part of effective organizations, challenging policymakers and educators to create conditions conducive to student and teacher learning in each school. Tennessee's State Board of Education adopted a policy, consistent with the Education Improvement Act, pertaining to professional development which provides a…

  14. Professional Development: What Works. Second Edition

    ERIC Educational Resources Information Center

    Zepeda, Sally J.

    2012-01-01

    This top-selling book will serve as the compass and road map to your school's professional development journey. A comprehensive and authoritative resource you will go to again and again, this book helps guide principals, directors of professional development, school/district committees, and other leaders in creating an effective professional…

  15. Using the Internet in Professional Development.

    ERIC Educational Resources Information Center

    Seguin, Armand

    This document contains ideas and information regarding using the Internet in the professional development of vocational education teachers. Presented first is basic information about what the Internet is and its value as a tool for professional development (including its role as a vehicle for accessing the ERIC database, taking online classes, and…

  16. Taiwanese Early Childhood Educators' Professional Development

    ERIC Educational Resources Information Center

    Hsu, Ching-Yun

    2008-01-01

    This study was designed based on a qualitative paradigm to explore the professional development of Taiwanese early childhood educators. The method of phenomenology was employed. The main research question addressed was "How do early childhood educators construe their professional development experience?" Seven Taiwanese early childhood educators…

  17. Effective Professional Development Planning: The Wisconsin PDP

    ERIC Educational Resources Information Center

    Fischer, John A.

    2010-01-01

    Designed to improve PK-12 professional learning and increase student achievement, Wisconsin's policymakers developed and implemented new educator licensing guidelines (PI 34) and a Professional Development Plan (PDP) system based on empirical research and national policy trends in 2004. As PI 34 and the PDP system are relatively new, the…

  18. Teachers' Professional Development: A Theoretical Review

    ERIC Educational Resources Information Center

    Postholm, May Britt

    2012-01-01

    Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers' learning: how they learn to learn and how they apply their knowledge in practice to support pupils' learning. The research…

  19. Buying Time for Teachers' Professional Development.

    ERIC Educational Resources Information Center

    Cutler, Ada Beth; Ruopp, Faye Nisonoff

    1993-01-01

    Middle School Math Project at Education Development Center in Newton, Massachusetts, puts industry representatives into classroom to free teachers for professional development and to show students real-life applications of science and math. Although the program is no magic bullet for achieving teacher professionalism, this innovative approach buys…

  20. Teacher Professional Development: Who Is the Learner?

    ERIC Educational Resources Information Center

    Petrie, Kirsten; McGee, Clive

    2012-01-01

    One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a…

  1. Critical Issues in Early Childhood Professional Development

    ERIC Educational Resources Information Center

    Zaslow, Martha, Ed.; Martinez-Beck, Ivelisse, Ed.

    2005-01-01

    Effective teaching leads to positive student outcomes, and professional development for early childhood teachers is key to improving both. But what exactly is meant by "professional development"? What effect does it have on school readiness? Which models and approaches really work? This is the book the early childhood field needs to take the…

  2. Clearing Hurdles. Leaders Sharing--Professional Development

    ERIC Educational Resources Information Center

    Dick, Donna M.

    2005-01-01

    Technology is the key to improving student achievement, but without high-quality professional development, technology will never be successful in fulfilling that role. To create successful professional development, it is necessary to carefully plan programs and activities that model constructivism and take into consideration characteristics of…

  3. Professional Development: Perceptions of Benefits for Principals

    ERIC Educational Resources Information Center

    Blaik Hourani, Rida; Stringer, Patricia

    2015-01-01

    Schools in Abu Dhabi are going through change and reform. Abu Dhabi Education Council (ADEC) has initiated professional development for principals to facilitate change and school improvement. This paper explores principals' perception on the benefits of professional development received in light of managing school change and reforms.…

  4. Faculty Professional Development for Quality Online Teaching

    ERIC Educational Resources Information Center

    Alexiou-Ray, Jennifer; Bentley, Courtney C.

    2015-01-01

    Meaningful technology use in education continues to improve given an increase in access to available technologies and professional development. For educators, professional development has focused on approaches for technology use that foster content-specific best practices and improve student learning in traditional classroom formats. Meaningful…

  5. Bringing Effective Professional Development to Educators

    ERIC Educational Resources Information Center

    Reese, Susan

    2010-01-01

    Career and technical education (CTE) teachers, through ongoing professional development, gain a deeper understanding of the content they teach, stay informed of the latest research, and ensure that the skills they teach are aligned to the most current workplace standards. Professional development has long been a part of educators' lives, but the…

  6. Characteristics of Effective Professional Development: A Checklist

    ERIC Educational Resources Information Center

    Hunzicker, Jana

    2010-01-01

    This article summarizes current research on effective professional development and offers a checklist for school leaders to use when designing learning opportunities for teachers. Effective professional development engages teachers in learning opportunities that are supportive, job-embedded, instructionally-focused, collaborative, and ongoing.…

  7. Development of a Portfolio Management Approach with Case Study of the NASA Airspace Systems Program

    NASA Technical Reports Server (NTRS)

    Neitzke, Kurt W.; Hartman, Christopher L.

    2012-01-01

    A portfolio management approach was developed for the National Aeronautics and Space Administration s (NASA s) Airspace Systems Program (ASP). The purpose was to help inform ASP leadership regarding future investment decisions related to its existing portfolio of advanced technology concepts and capabilities (C/Cs) currently under development and to potentially identify new opportunities. The portfolio management approach is general in form and is extensible to other advanced technology development programs. It focuses on individual C/Cs and consists of three parts: 1) concept of operations (con-ops) development, 2) safety impact assessment, and 3) benefit-cost-risk (B-C-R) assessment. The first two parts are recommendations to ASP leaders and will be discussed only briefly, while the B-C-R part relates to the development of an assessment capability and will be discussed in greater detail. The B-C-R assessment capability enables estimation of the relative value of each C/C as compared with all other C/Cs in the ASP portfolio. Value is expressed in terms of a composite weighted utility function (WUF) rating, based on estimated benefits, costs, and risks. Benefit utility is estimated relative to achieving key NAS performance objectives, which are outlined in the ASP Strategic Plan.1 Risk utility focuses on C/C development and implementation risk, while cost utility focuses on the development and implementation portions of overall C/C life-cycle costs. Initial composite ratings of the ASP C/Cs were successfully generated; however, the limited availability of B-C-R information, which is used as inputs to the WUF model, reduced the meaningfulness of these initial investment ratings. Development of this approach, however, defined specific information-generation requirements for ASP C/C developers that will increase the meaningfulness of future B-C-R ratings.

  8. Developing Opportunities for Professional Counselors.

    ERIC Educational Resources Information Center

    Vacc, Nicholas A.

    Because cancer patients and their families have special psychological needs that are not always met through medical care, the Bowman Gray School of Medicine at Wake Forest University established the Cancer Patient Support Program (CPSP) at the Oncology Research Center. Services provided by the CPSP's 2 professional counselors and approximately 35…

  9. Developing a Professional Learning Community

    ERIC Educational Resources Information Center

    Herrera, Charmaine M.

    2012-01-01

    Professional Learning Communties (PLCs) school reform movement that is grounded in decades of research. The purpose of this research was to investigate whether or not a PLC would help in cultivating a culture of learning and collaboration at a small charter school in Delaware. The research involved interviews of teachers, administrators and a data…

  10. Developing a Professional Development Program Model Based on Teachers' Needs

    ERIC Educational Resources Information Center

    Lee, Hea-Jin

    2005-01-01

    This paper presents a model of a teacher needs-based (TNB) professional development program. The TNB model formed the foundation of three externally funded professional development programs. The objectives of this model are to maximize the effects of a professional development program, and to help participants sustain their learning over the long…

  11. Developing Collaborative Electronic Portfolios for Preservice Teachers in Computer Mediated Learning.

    ERIC Educational Resources Information Center

    Bull, Kay S.; Montgomery, Diane; Overton, Robert; Kimball, Sarah

    Portfolios provide a means to represent excellence and variety in the work of one preparing to be a teacher. This paper reviews the implementation of portfolios with preservice teachers and describes appropriate electronic artifacts for inclusion in an electronic portfolio. Teaching portfolios are typically composed of artifacts, reproductions,…

  12. Inquiry identity and science teacher professional development

    NASA Astrophysics Data System (ADS)

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-06-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

  13. Inquiry identity and science teacher professional development

    NASA Astrophysics Data System (ADS)

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-01-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

  14. Professional Development Leading to Sustained Change

    ERIC Educational Resources Information Center

    Stickney, Catherine Alaimo

    2012-01-01

    Determining effective change that leads to sustainable improved student achievement remains an elusive goal for most educational communities. This research addresses the question of what factors of professional development promote sustained change within a school organization. The survey questions focus on the formation of professional learning…

  15. Toward a Definition of Professional Development Schools.

    ERIC Educational Resources Information Center

    Dolly, John P.; Oda, E. Aiko

    1997-01-01

    In attempting to define professional development schools (PDSs), this paper describes the origins of PDSs, which grew out of recognition by research universities that prospective teachers needed professional sites where they could be introduced to models of excellence in all facets of public education. The paper examines what good PDSs should…

  16. Online Early Childhood Professional Development: Selected Experiences

    ERIC Educational Resources Information Center

    Olsen, Heather

    2010-01-01

    Early childhood professional development opportunities are expanding rapidly throughout the country. With nearly 12 million children under the age of 5 in some kind of early childhood setting, there is an effort to increase the quality of care and education. In fact, 97% of states require child care professionals to commit to ongoing professional…

  17. Professional Development and Web 2.0

    ERIC Educational Resources Information Center

    Jakes, David

    2007-01-01

    Professional development in most schools has a predictable look and feel: summer workshops, brown-bag luncheon trainings, and the infamous in-service day. These events can be successful, and there is no doubt they have helped numerous educators become better at what they do. Web 2.0, however, opens up a new world of professional learning. This…

  18. Using Action Learning for Professional Development

    ERIC Educational Resources Information Center

    Stark, Sheila

    2006-01-01

    This paper discusses using action learning with different professional groups in the UK--nurses and educators. It addresses the question: To what extent is action learning an effective approach in relation to professional development, and, if so, in what way/s? The formulation and developmental processes of action learning sets are examined. The…

  19. The Development of Competent Marketing Professionals

    ERIC Educational Resources Information Center

    Walker, Ian; Tsarenko, Yelena; Wagstaff, Peter; Powell, Irene; Steel, Marion; Brace-Govan, Jan

    2009-01-01

    The process of transition from university undergraduate to business professional is a crucial stage in the development of a business career. This study examines both graduate and employer perspectives on the essential skills and knowledge needed by marketing professionals to successfully perform their roles. From in-depth interviews with 14…

  20. Fellow of the American Dietetic Association credentialing program: development and implementation of a portfolio-based assessment.

    PubMed

    Bradley, R T

    1996-05-01

    This report has described the measurement and operational procedures used for the design, development, and implementation of the newly inaugurated Fellow of The American Dietetic Association credentialing program. The program was established to identify and certify registered dietitians who possess the characteristics of advanced-level practice. The main features of the Fellow program are as follows. It is based on the results of an empirical study that identified the characteristics of advanced-level practice. It is guided by the Fellow Assessment Plan, which specifies the content and level of dietetics practice involved and the psychometric and operational requirements for sound measurement. It is a performance-based portfolio assessment of six professional characteristics (education, work experience, professional achievement, professional roles, professional contacts, and approach to practice). It uses objective automated computer scoring and independent peer-review grading of candidate materials in relation to an explicit scoring rubric. It requires statistical analysis of the database of candidate scores, which is conducted to ensure that the scoring of candidate materials is accurate and reliable and that the assessment, as a measurement instrument, is psychometrically sound. It involves a standard-setting workshop in which a panel of subject-matter experts establish the lowest level of acceptable candidate performance on Approach to Practice; the passing standard for the other five characteristics was preestablished by the empirical study. A careful review of all evidence on the development and implementation of the 1994 Fellow assessment suggests that these procedures are technically sound and produce psychometrically defensible results. Our evaluation and commentary from CDR and CTB staff, subject-matter expert participants, and the candidates themselves suggested a number of ways to improve the Fellow program in subsequent administrations of the

  1. ePortfolios beyond Pre-Service Teacher Education: A New Dawn?

    ERIC Educational Resources Information Center

    Boulton, Helen

    2014-01-01

    The aim of this paper is to demonstrate the efficacy of using ePortfolios to enhance career skills for newly qualified teachers (NQTs). The context is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could…

  2. Portfolios: An Effective Tool Used by Prospective Teachers To Encourage Self-Evaluation and Improvement.

    ERIC Educational Resources Information Center

    Morin, Joy Ann

    In an effort to provide prospective teachers with chances to reflect on their professional competence, and to demonstrate their teaching effectiveness and growth, the teacher education program at California State University, Los Angeles, decided to require students to develop portfolios. All students were introduced to the portfolio format during…

  3. "Out of the box" professional development

    NASA Astrophysics Data System (ADS)

    2015-04-01

    At a recent AAPT meeting, I was part of a conversation about professional development that focused on conferences. We discussed the current meeting structure used by AAPT and some alternative formats. This discussion added greatly to my own understanding of new ways for teachers to receive their professional development. This conversation also began my friendship with Kelly O'Shea, a physics teacher from New York. She is also a blogger (check her out at https://kellyoshea.wordpress.com) and an innovative educator. Through my relationship with Kelly, I have grown in my own knowledge of two "out of the box" ways teachers are getting their professional development.

  4. Professional development for teaching in higher education

    NASA Astrophysics Data System (ADS)

    Wood, Leigh N.; Vu, Tori; Bower, Matt; Brown, Natalie; Skalicky, Jane; Donovan, Diane; Loch, Birgit; Joshi, Nalini; Bloom, Walter

    2011-10-01

    Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics.

  5. Decision-making in product portfolios of pharmaceutical research and development – managing streams of innovation in highly regulated markets

    PubMed Central

    Jekunen, Antti

    2014-01-01

    Decision-making is a core function of any drug development firm. Developing drugs demands a firm to be highly innovative, while at the same time the activity is strictly regulated. Successful drug development offers the right to apply for a long-term patent that confers exclusive marketing rights. This article addresses the issue of what constitutes an adequate portfolio of drugs for a drug development firm and how it might be managed successfully. The paper investigates decision-making in the industry and specifically in the development of oncology drugs from various perspectives: the need for decisions, their timing, decision-making at the project level, the optimal portfolio, tools for portfolio analysis, the evaluation of patents, and finally the importance of the drug portfolio. Drug development decisions as important organizational elements should get more emphasis, and decisions in drug portfolio using modern decision-making methods should be used more widely than what currently happens. Structured, informed decisions would help avoiding late terminations of drugs in Phase III development. An improved research and development pipeline and drug portfolio management are the major elements in the general strategy targeting success. PMID:25364229

  6. Decision-making in product portfolios of pharmaceutical research and development--managing streams of innovation in highly regulated markets.

    PubMed

    Jekunen, Antti

    2014-01-01

    Decision-making is a core function of any drug development firm. Developing drugs demands a firm to be highly innovative, while at the same time the activity is strictly regulated. Successful drug development offers the right to apply for a long-term patent that confers exclusive marketing rights. This article addresses the issue of what constitutes an adequate portfolio of drugs for a drug development firm and how it might be managed successfully. The paper investigates decision-making in the industry and specifically in the development of oncology drugs from various perspectives: the need for decisions, their timing, decision-making at the project level, the optimal portfolio, tools for portfolio analysis, the evaluation of patents, and finally the importance of the drug portfolio. Drug development decisions as important organizational elements should get more emphasis, and decisions in drug portfolio using modern decision-making methods should be used more widely than what currently happens. Structured, informed decisions would help avoiding late terminations of drugs in Phase III development. An improved research and development pipeline and drug portfolio management are the major elements in the general strategy targeting success. PMID:25364229

  7. A Recipe for Support Staff Professional Development.

    ERIC Educational Resources Information Center

    Hash, Vickie

    2002-01-01

    Describes ways in which professional development activities can be rewarding. Offers details from a support staff event at Wytheville Community College in Virginia as a template for a successful event. Focuses on planning, instruction, humor, camaraderie, and appreciation. (NB)

  8. How to record and evidence continuing professional development for revalidation.

    PubMed

    Middleton, Lyn; Llewellyn, Denise

    2016-06-29

    Rationale and key points This is the third in a series of eight articles providing information about the Nursing and Midwifery Council (NMC) revalidation process. This article focuses on recording and providing evidence of continuing professional development (CPD). Nurses and midwives must have undertaken 35 hours of CPD, of which at least 20 hours must have included participatory learning, relevant to their scope of practice, in the 3-year period since their registration was last renewed or they joined the register. » CPD enables nurses and midwives to ensure their knowledge and skills are up to date. » The participatory component of CPD encourages engagement and communication with others, thus challenging professional isolation. Reflective activity 'How to' revalidate articles can help to update your practice and provide information about the revalidation process, including how you can record and evidence CPD for revalidation. Reflect on and write a short account of: 1. How recording and evidencing CPD will demonstrate the skills, knowledge and experience you have gained in practice. 2. How you could use this article to educate your colleagues. Subscribers can update their reflective accounts at: rcni.com/portfolio. PMID:27353935

  9. [Development of evaluation methods for student performance in National Universities: formative assessment and portfolio].

    PubMed

    Takiguchi, Yoshiharu; Arai, Kunizo; Ieiri, Ichiro; Uejima, Etsuko; Hirata, Kazumasa

    2012-01-01

    Formative assessment which refers to frequent, interactive assessments of student progress and understanding is one of the most effective strategies for promoting high student performance and developing students' "learning to learn" skills. Portfolio (personal record of learning) is a useful tool for tracking individual student progress toward learning goals. We conducted the questionnaire survey in 14 National Universities on approach to the formative assessment methods and the use of portfolio in the long-term practice experience (pharmacy clerkship) at community pharmacy and hospital pharmacy which was undergone for the first time in 2010. The finding obtained from our questionnaires implicated that portfolio is useful for sharing information among student, tutorial pharmacist and faculty members. All universities have provided tools for visible assessment of student achievement. However, they are not used enough for feedback on student performance, and formative assessment is not practiced systematically. A reason seems to be differences in understanding of it. In addition to improvement of the tools to support formative assessment, promotion of effective assessment practice will need for systematic evaluation. PMID:22382844

  10. Postgraduate Orthodontics Students' and Mentors' Perceptions of Portfolios and Discussion as Tools for Development of Reflection.

    PubMed

    Tonni, Ingrid; Mora, Luca; Oliver, Richard G

    2016-09-01

    The aim of this study was to analyze the effects of a portfolio learning strategy designed to develop students' reflection abilities in a postgraduate orthodontic program in the UK. Nine first-year postgraduate orthodontic students and seven mentors participated in the one-year program, which included a reflective portfolio, mentorship, and discussion. After the program, the students' and mentors' perceptions were collected using focus groups and individual interviews, respectively. The data were analyzed using thematic analysis. Four categories emerged. The first, reflection, was considered a skill to learn, and time was needed for students to fully understand its meaning and achieve its outcomes. The second theme, characteristics of reflection, was descriptive at the beginning and more critical at the end of the experience. The third theme, outcomes of reflection, involved students' improved problem-solving and action-planning abilities and increased self-awareness, motivation, confidence, and communication skills. In the fourth theme, stimulation of reflection, students did not agree with mentors regarding the importance of reflective writing, but they recognized the value of the portfolio's reflective log in facilitating the reflective process. There was greater agreement between students and mentors regarding discussions with mentors and among peers as tools to achieve higher levels of reflection. Overall, these students and mentors considered the strategy an effective tool for improving students' reflection. PMID:27587577

  11. A Portfolio of Community College Initiatives in Rural Economic Development.

    ERIC Educational Resources Information Center

    Thomas, Margaret G.

    Community colleges across the United States have initiated programs that are making an impact on the productivity of rural America and its residents. Profiles of 20 community and technical college initiatives in rural economic development are contained in this report intended for use by community and technical college administrators. The programs…

  12. Developing Electronic Performance Support Systems for Professionals.

    ERIC Educational Resources Information Center

    Law, Michael P.; And Others

    This paper discusses a variety of development strategies and issues involved in the development of electronic performance support systems (EPSS) for professionals. The topics of front-end analysis, development, and evaluation are explored in the context of a case study involving the development of an EPSS to support teachers in the use of…

  13. Workshop IV: Professional Development and Leadership

    NASA Astrophysics Data System (ADS)

    Sui, Man-Ling; Yoon, Jin-Hee

    2015-12-01

    The Professional Development and Leadership workshop of the 5th IUPAP International Conference on Women in Physics was aimed at identifying and overcoming the personal and professional roadblocks that female physicists experience while pursuing their careers and obtaining leadership positions. Participants shared their thoughts and experiences related to the workshop's three sessions—Leadership, Education, and Inspiration—and concluded by formulating resolutions and recommendations to present to the International Union of Pure and Applied Physics (IUPAP).

  14. The Vital Program: Transforming ICT Professional Development

    ERIC Educational Resources Information Center

    Bradshaw, Pete; Twining, Peter; Walsh, Christopher S.

    2012-01-01

    Developing a model for effective large-scale continuous professional development (CPD) for teachers remains a significant obstacle for many governments worldwide. This article describes the development and evolution of Vital--a CPD program designed to enhance the teaching of information communication technology in state-funded primary and…

  15. Traveling Road Show or Effective Professional Development? A Professional Development Science Project on Wheels.

    ERIC Educational Resources Information Center

    Anfara, Vincent A., Jr.; Danin, Susan T.; Melvin, Kathy; Dillner, Harry

    This study evaluated a science professional development initiative developed by the Delaware State Department of Education, examining the nature of professional development activities, their effect on science classrooms, and their impact on teachers, students, and schools. The Science Van Project integrated technology and inquiry into Delaware's…

  16. The Development of an ePortfolio as a Capstone in a Holistic Health Minor

    ERIC Educational Resources Information Center

    Perks, Joan M.; Galantino, Mary Lou

    2013-01-01

    Use of electronic portfolios (ePortfolios) has been advocated to highlight student accomplishments as well as to document program and course outcomes. This use of ePortfolios incorporates information technology, thus aligning the educational process in degree programs to twenty-first-century teaching, learning, and information literacy. Here we…

  17. Epistemology, development, and integrity in a science education professional development program

    NASA Astrophysics Data System (ADS)

    Hancock, Elizabeth St. Petery

    This research involved interpretive inquiry to understand changes in the notion of "self" as expressed by teachers recently enrolled as graduate students in an advanced degree program in science education at Florida State University. Teachers work in a context that integrates behavior, social structure, culture, and intention. Within this context, this study focused on the intentional realm that involves interior understandings, including self-epistemology, professional self-identity, and integrity. Scholarship in adult and teacher development, especially ways of knowing theory, guided my efforts to understand change in these notions of self. The five participants in this study were interviewed in depth to explore their "self"-related understandings in detail. The other primary data sources were portfolios and work the participants submitted as part of the program. Guided by a constructivist methodology, I used narrative inquiry and grounded theory to conduct data analysis. As learners and teachers, these individuals drew upon epistemological orientations emphasizing a procedural orientation to knowledge. They experienced varying degrees of interior and exterior development in self and epistemology. They created integrity in their efforts to align their intentions with their actions with a dynamic relationship to context. This study suggests that professional development experiences in science education include consideration of the personal and the professional, recognize and honor differing perspectives, facilitate development, and assist individuals to recognize and articulate their integrity.

  18. Achieving a Prioritized Research and Technology Development Portfolio for the Dust Management Project

    NASA Technical Reports Server (NTRS)

    Hyatt, Mark J.; Abel, Phillip; Delaune, Paul; Fishman, Julianna; Kohli, Rajiv

    2009-01-01

    Mission architectures for human exploration of the lunar surface continue to advance as well as the definitions of capability needs, best practices and engineering design to mitigate the impact of lunar dust on exposed systems. The NASA DMP has been established as the agency focal point for dust characterization, technology, and simulant development. As described in this paper, the DMP has defined a process for selecting and justifying its R&T portfolio. The technology prioritization process, which is based on a ranking system according to weighted criteria, has been successfully applied to the current DMP dust mitigation technology portfolio. Several key findings emerged from this assessment. Within the dust removal and cleaning technologies group, there are critical technical challenges that must be overcome for these technologies to be implemented for lunar applications. For example, an in-situ source of CO2 on the moon is essential to the CO2 shower technology. Also, significant development effort is required to achieve technology readiness level TRL 6 for the electrostatic cleaning system for removal of particles smaller than 50 pm. The baseline materials related technologies require considerable development just to achieve TRL 6. It is also a nontrivial effort to integrate the materials in hardware for lunar application. At present, there are no terrestrial applications that are readily adaptable to lunar surface applications nor are there any obvious leading candidates. The unique requirements of dust sealing systems for lunar applications suggest an extensive development effort will be necessary to mature dust sealing systems to TRL 6 and beyond. As discussed here, several alternate materials and technologies have achieved high levels of maturity for terrestrial applications and warrant due diligence in ongoing assessment of the technology portfolio. The present assessment is the initial step in an ongoing effort to continually evaluate the DMP technology

  19. Digital Portfolios: Documenting Student Growth

    ERIC Educational Resources Information Center

    Cramer, Matthew

    2009-01-01

    The digital portfolio process at Camino Nuevo High School (CNHS) offers an essential 21st century skill to students. All students are trained in basic web design to build and maintain their digital portfolios. These skills equip them with tools they will likely use in their future endeavors in college and the professional world. Teachers at CNHS…

  20. Seven Steps to Flipped Professional Development

    ERIC Educational Resources Information Center

    Conley, Laura

    2013-01-01

    Professional development generally follows a pattern of presentation and review, but flipping the sessions has garnered a positive response from staff members and prompted greater collaboration and engagement. In this article the author describes the seven following steps to follow in order to prepare for a successful staff development meeting:…

  1. Situating Technology Professional Development in Urban Schools

    ERIC Educational Resources Information Center

    Meier, Ellen B.

    2005-01-01

    The Center for Technology and School Change (CTSC) is a research and development center specializing in professional development, evaluation and technology integration research. The goal of the qualitative research reported in this article was to identify factors that strengthen the integration of technology in classrooms in ways that are…

  2. Professionally Developing as a Teacher Educator

    ERIC Educational Resources Information Center

    Loughran, John

    2014-01-01

    There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article…

  3. Reconceptualizing Professional Teacher Development. ERIC Digest.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.

    This digest highlights ways in which new and seasoned teachers are developing a repertoire of skills and knowledge that complement education reform efforts. For example, rather than seeing each stage of a teacher's professional life as distinct and separate, a more holistic view of the development of teacher from novice to advanced practitioner is…

  4. A Framework for Teaching Artist Professional Development

    ERIC Educational Resources Information Center

    Jaffe, Nick

    2011-01-01

    This article presents an artist-centered approach to thinking about teaching artist professional development. This framework is intended both as a concrete basis for actual workshops and courses and as a scalable concept for more in-depth curriculum for the development of TA practice. The author addresses it as much to working TAs (who are the…

  5. Professional Development to Support Online Teaching

    ERIC Educational Resources Information Center

    Horvitz, Brian S.; Beach, Andrea L.

    2011-01-01

    This paper presents the details and examines the outcomes of a professional development program created for instructors who are beyond the novice stage as online instructors, but desire and require further support to develop their online teaching expertise to meet their students' learning needs and their own teaching goals. This program…

  6. Inquiry Identity and Science Teacher Professional Development

    ERIC Educational Resources Information Center

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-01-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often…

  7. University Partnership to Deliver Statewide Professional Development

    ERIC Educational Resources Information Center

    Adams, Paul; Legleiter, Earl; Davies, Malonne; Seimars, Matt; Hrepic, Zedslav; Walizer, Beth

    2008-01-01

    Fort Hays State University and Emporia State University partnered with high-needs rural school districts to develop and offer a three-year professional development institute. The statewide institute was planned collaboratively to specifically meet the needs of middle school science teachers. The institute was managed concurrently at the two sites…

  8. Professional Development Schools: Weighing the Evidence.

    ERIC Educational Resources Information Center

    Abdal-Haqq, Ismat

    This book examines U.S. progress in revitalizing teacher education and reforming K-12 education via Professional Development Schools (PDS's). The book discusses whether PDS's are: improving K-12 curriculum and instruction through faculty development; making substantive, positive differences in students' learning levels; addressing the needs of…

  9. VTAE Professional Development Project. Final Report.

    ERIC Educational Resources Information Center

    Strohbusch, Mark; Baldus, Lorayne

    A project was undertaken to coordinate up-to-date staff professional development on a regional or state basis in the state of Wisconsin. An earlier study had recommended more specific information and hiring of a staff development coordinator. The "Coordination of Efforts in the Vocational, Technical, and Adult Education (VTAE) System for Specific…

  10. The Development of Professional Counseling in Botswana

    ERIC Educational Resources Information Center

    Stockton, Rex; Nitza, Amy; Bhusumane, Dan-Bush

    2010-01-01

    Among African countries, Botswana stands out for achieving lasting political and economic stability, which has enabled the government to develop a strong system of educational and social services for its people. Development of professional counseling in the country has occurred both through targeted efforts to provide a strong system of guidance…

  11. Enterprise Professional Development--Evaluating Learning

    ERIC Educational Resources Information Center

    Murphy, Gerald A.; Calway, Bruce A.

    2010-01-01

    Whilst professional development (PD) is an activity required by many regulatory authorities, the value that enterprises obtain from PD is often unknown, particularly when it involves development of knowledge. This paper discusses measurement techniques and processes and provides a review of established evaluation techniques, highlighting…

  12. Young Adult Literature and Professional Development

    ERIC Educational Resources Information Center

    Bach, Jacqueline; Choate, Laura Hensley; Parker, Bruce

    2011-01-01

    As the body of high quality young adult literature (YAL) continues to grow, what role might these texts play in professional development for educators? This article describes ways in which schools can develop book study programs that use this literature to promote meaningful dialogue and understanding of contemporary adolescent issues. Based on…

  13. A Professional School Student Development Program.

    ERIC Educational Resources Information Center

    Hutton, Jack G.

    1979-01-01

    Suggests a total student development program as part of a dental behavior science curriculum and as a unifying force. Any such student program would be accompanied by parallel and compatible programs of faculty, instructional, and organizational development. This program may be applied to other professional schools. (Author/BEF)

  14. Tailoring Professional Development for a Better Fit

    ERIC Educational Resources Information Center

    Petzko, Vicki Nord

    2004-01-01

    "Developing School Leaders: A Call for Collaboration" calls for professional development for principals that is a "seamless garment" that extends through preservice, induction, career changes, and retirement (NASSP, 1992). Daresh and Playko (1992) concur with this assertion, stating that training should not be fragmented, but should occur…

  15. The Professional Development of Kosovan Leaders

    ERIC Educational Resources Information Center

    Goddard, J. T.

    2004-01-01

    In this article the author provides a discussion around issues related to the professional development of educational leaders in a resource-free, post-conflict environment. Drawing upon the author's ongoing experiences (2001-present) in Kosovo, the author presents a series of vignettes concerning leadership development in the Balkans. Lessons…

  16. A Model of Professional Development: Teachers' Perceptions of Their Professional Development

    ERIC Educational Resources Information Center

    Avidov-Ungar, Orit

    2016-01-01

    This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that…

  17. Chapter 2: Effective Professional Development--What We Now Know Calls for Professional Development for Teachers

    ERIC Educational Resources Information Center

    Bechtel, Pamela A.; O'Sullivan, Mary

    2006-01-01

    There are many factors that affect the design of effective professional development (PD) programs. This review of literature focuses on some of the theoretical models used to explain teacher change, the contextual factors that impact teacher behaviors and curricular change, and the role of continuous professional development in changing teaching…

  18. Consensus development for healthcare professionals

    PubMed Central

    Kea, Bory; Sun, Benjamin C.

    2015-01-01

    Consensus development sprang from a desire to synthesize clinician and expert opinions on clinical practice and research agendas in the 1950s. And since the American Institute of Medicine formally defined “guidelines” in 1990, there has been a proliferation of clinical practice guidelines (CPG) both formally and informally. This modern decision making tool used by both physicians and patients, requires extensive planning to meet the challenges of consensus development while reaping its rewards. Consensus allows for a group approach with multiple experts sharing ideas to form consensus on topics ranging from appropriateness of procedures to research agenda development. Disagreements can shed light on areas of controversy and launch further discussions. It has five main components: three inputs (defining the task, participant identification and recruitment, and information synthesis), the approach (consensus development by explicit or implicit means), and the output (dissemination of results). Each aspect requires extensive planning a priori as they influence the entire process, from how information will be interpreted, the interaction of participants, the resulting judgment, to whether there will be uptake of results. Implicit approaches utilize qualitative methods and/or a simple voting structure of majority wins, and are used in informal consensus development methods and consensus development conferences. Explicit approaches aggregate results or judgments using explicit rules set a priori with definitions of “agreement” or consensus. Because the implicit process can be more opaque, unforeseen challenges can emerge such as the undue influence of a minority. And yet, the logistics of explicit approaches may be more time consuming and not appropriate when speed is a priority. In determining which method to use, it is important to understand the pros and cons of the different approaches and how it will affect the overall input, approach, and outcome. PMID

  19. Embracing Coaching as Professional Development

    ERIC Educational Resources Information Center

    Driscoll, Mark J.

    2008-01-01

    Because the author and his colleagues at the Center for Leadership and Learning Communities believe that instructional coaching is one of the most exciting developments in education in a long time, they have examined the questions this new strategy has raised for education leaders: Should coaching replace some traditional forms of teacher…

  20. Turbo-Charging Professional Development.

    ERIC Educational Resources Information Center

    Edwards, Mark A.

    1998-01-01

    The Henrico County (Virginia) Public Schools have made a major financial and philosophical commitment to employee growth and development. A summer institute for teachers offers over 250 courses focusing on technology, classroom management, and methodology updates. Driven by personal accountability, the new system provides differentiated pathways…

  1. Putting Professional Development Centre Stage

    ERIC Educational Resources Information Center

    Brighouse, Tim

    2008-01-01

    All countries in the developed world aspire to ever higher standards of education and training. Clearly this depends, at least in part, on having a sufficient supply of high-quality schoolteachers. In the UK on the two occasions in the last 75 years when there were reviews of this need (the McNair report of 1944 and the James Committee of Enquiry…

  2. Collection Development and Professional Ethics.

    ERIC Educational Resources Information Center

    Frazier, Kenneth

    1999-01-01

    Illustrates the ethical dilemmas of library collection development through three specific examples related to scholarly communication, including the ongoing effort by publishers to use licensing contracts to abolish interlibrary loans for information in electronic format. Considers information needs of clients versus optimizing public access to…

  3. Using Portfolios to Engage Introductory Geoscience Students in Their Subject and to Develop Learning Skills.

    NASA Astrophysics Data System (ADS)

    Boyle, A. P.; Prior, D. J.

    2008-12-01

    It is often difficult to deal with wide-ranging, exciting geoscience topics at introductory level when the background geoscience knowledge of the incoming students is limited. This means that new students can often be confronted by self-contained, subject-based topics (e.g. introductory mineralogy) and fail to see where the bigger pictures may be. Another issue, partly arising from massification and thus increasing diversity of student cohorts but also to changes in UK school education goals, is the realisation that incoming students have difficulties combining lecture note taking, reading and general organisation of paper-based materials into a learning package that can help them write structured essays. They need help with the transfer from school to university education. Two years ago, a curriculum review provided the opportunity to develop a new module that could address these issues. The module deals with current topics. Students attend a series of 8 lectures given by 8 different faculty staff covering topics like The Origin of the Moon, Earthquake Prediction, Mass Extinctions, Snowball Earth, and Geohazards spread over the introductory year. Each lecturer uses whatever delivery style they want (PowerPoint, chalk and talk), but the lecture must be an illustration of the scientific method dealing with evidence, models and uncertainty, and must direct students towards a range of associated reading. The students develop a portfolio with a section for each lecture topic. Each section contains their notes, annotated copies of the reading and a one page (A4) summary of the main points of the topic, derived from both the notes and reading. The students also develop a glossary of geological terms. In addition, the students must attend 6 extra talks given by guest speakers at either the student society meetings or the departmental seminar series. Assessment is by the portfolio (40%) and a final essay paper (60%). The portfolio is collected in at the end of the first

  4. The Development of Statistics Textbook Supported with ICT and Portfolio-Based Assessment

    NASA Astrophysics Data System (ADS)

    Hendikawati, Putriaji; Yuni Arini, Florentina

    2016-02-01

    This research was development research that aimed to develop and produce a Statistics textbook model that supported with information and communication technology (ICT) and Portfolio-Based Assessment. This book was designed for students of mathematics at the college to improve students’ ability in mathematical connection and communication. There were three stages in this research i.e. define, design, and develop. The textbooks consisted of 10 chapters which each chapter contains introduction, core materials and include examples and exercises. The textbook developed phase begins with the early stages of designed the book (draft 1) which then validated by experts. Revision of draft 1 produced draft 2 which then limited test for readability test book. Furthermore, revision of draft 2 produced textbook draft 3 which simulated on a small sample to produce a valid model textbook. The data were analysed with descriptive statistics. The analysis showed that the Statistics textbook model that supported with ICT and Portfolio-Based Assessment valid and fill up the criteria of practicality.

  5. Instructional Technology Professional Development Evaluation: Developing a High Quality Model

    ERIC Educational Resources Information Center

    Gaytan, Jorge A.; McEwen, Beryl C.

    2010-01-01

    Background: The literature contains very few studies that focused on evaluating the impact of professional development activities on student learning. And, many of these studies failed to determine whether the professional development activities met their primary goal--to improve the learning process. Purpose: The purpose of this study was to use…

  6. Evaluating Professional Development Resources: Selection and Development Criteria.

    ERIC Educational Resources Information Center

    Sherman, Renee; Dlott, Mike; Bamford, Heather; McGivern, Jennifer; Cohn, Marisa

    Program and professional development staff in adult education currently employ a variety of strategies to select professional development materials, but generally lack a systematic selection approach. Selections are often based on familiarity rather than quality or how well-suited the materials are to the learning goals of instructors and the…

  7. The Employment Portfolio

    ERIC Educational Resources Information Center

    Fanning, Michael C. P.

    2008-01-01

    For nearly twenty years the educational community has utilized portfolios as a method of monitoring the growth and development of candidates earning certification as educators and as school leaders. Professors in the field of education have encouraged their students to share these portfolios with public school hiring officials. There is a belief…

  8. How can a postgraduate professional education and development course benefit general practitioners?: a qualitative study

    PubMed Central

    Agius, Steven; Baron, Rebecca; Lewis, Barry; Luckhurst, Stephen; Sloan, Mark; Ward, Thomas

    2015-01-01

    Purpose: The rationale for ‘professional education and development’ (PED) courses is to support general practitioners, enabling them to access a range of theoretical and practical skills within a supportive schema. It aims to identify whether and how a regional PED course has had a beneficial impact upon participants. Methods: The study comprised a qualitative investigation of participants’ assessed coursework portfolios. The content of each portfolio gives individual accounts of the impact of the course on personal and practice development. Permission to access extant portfolios was obtained from 16 recent alumni of the course. The anonymous written material was analysed by the research team for recurring discourses and themes using a thematic framework analysis. Results: Seven major thematic categories were extrapolated from the data: leadership, resilience, quality improvement, change management, development of new services, educational expertise, and patient safety. In each category, we found evidence that the course enabled development of practitioners by enhancing knowledge and skills which had a positive impact upon their self-perceived effectiveness and motivation. Conclusion: Extended specialty training is on the horizon but such courses may still serve a valuable purpose for current trainees and the existing general practitioners workforce which will be responsible for leading the shift towards community-based service delivery. PMID:26084681

  9. Literacy-Related Professional Development Preferences of Secondary Teachers

    ERIC Educational Resources Information Center

    Jones, Shara L.; Lee, Elizabeth A.

    2014-01-01

    A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared…

  10. A Hybrid Evaluation Model for Evaluating Online Professional Development

    ERIC Educational Resources Information Center

    Hahs-Vaughn, Debbie; Zygouris-Coe, Vicky; Fiedler, Rebecca

    2007-01-01

    Online professional development is multidimensional. It encompasses: a) an online, web-based format; b) professional development; and most likely c) specific objectives tailored to and created for the respective online professional development course. Evaluating online professional development is therefore also multidimensional and as such both…

  11. Electronic Portfolios. [SITE 2002 Section].

    ERIC Educational Resources Information Center

    Barrett, Helen C., Ed.

    This document contains the following papers on electronic portfolios from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "What Is the Perceived Value of Creating Electronic Portfolios to Teacher Credential Candidates?" (Valerie Amber and Brenda Czech); (2) "Development and Use of Electronic Portfolios in…

  12. Portfolios. Assessment Resource Kit (ARK).

    ERIC Educational Resources Information Center

    Forster, Margaret; Masters, Geoff

    In developmental assessment, teachers monitor student progress against a map of developing skills, knowledge, and understanding. Portfolio assessment is a tool to use in developmental assessment, and there are many types of portfolios to support developmental assessment of students. When considering a portfolio type, it is important to consider…

  13. A Professional Development School Program Evaluation.

    ERIC Educational Resources Information Center

    Coyle, Naomi C.; Bagley, Gerald; Derrick, Kim; Jackson, Yolanda; McDonald, Brenda; Turner, Belena; Williford, Sonia

    Preservice teacher researchers investigated the effectiveness of a Professional Development School (PDS). They began by reviewing information about other PDSs, then conducted a literature review. Their evaluation involved teachers employed at a local PDS, teachers who had taught students at the PDS, undergraduates who had participated in field…

  14. Reflective Practice and Professional Development. ERIC Digest.

    ERIC Educational Resources Information Center

    Ferraro, Joan M.

    Reflective practice can be beneficial to preservice and inservice teacher professional development. This digest reviews the concept, levels, techniques for, and benefits of reflective practice. Donald Schon introduced the concept in 1987, and since then, many schools, colleges, and departments of education have begun designing teacher education…

  15. Electronically Mentoring to Develop Accomplished Professional Teachers

    ERIC Educational Resources Information Center

    Gareis, Christopher R.; Nussbaum-Beach, Sheryl

    2007-01-01

    With nearly half of all new teachers leaving the classroom within 5 years, schools are faced with the challenge of retaining early-career teachers while simultaneously providing them with the support they need to develop into effective professionals. Mentoring novice teachers by pairing them with experienced teachers in schools is a widely adopted…

  16. Moving toward Teamwork through Professional Development Activities

    ERIC Educational Resources Information Center

    Fitzgerald, Meghan M.; Theilheimer, Rachel

    2013-01-01

    This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and…

  17. Preloading Professional Development to Ensure Potential Success

    ERIC Educational Resources Information Center

    Bradburn, Frances Bryant

    2004-01-01

    When a state makes the decision to award a small number of high-dollar grants, the stakes are considerable. For North Carolina's IMPACT Model School Grant applicants, professional development started long before a single dollar was ever awarded. In light of these conditions, the state decided to issue a high-dollar, highly prescriptive grant, the…

  18. AASA Cites Five Districts for Professional Development.

    ERIC Educational Resources Information Center

    School Administrator, 1990

    1990-01-01

    The AASA Instructional Leadership and Technology Committee this year honored five school districts with Outstanding Achievement in Professional Development awards. Honored were Deer Valley Unified School District (Arizona), South Windsor Public Schools (Connecticut), Fort Knox Community Schools (Kentucky), West Orange Public Schools (New Jersey),…

  19. The Professional Development of Graduate Teaching Assistants.

    ERIC Educational Resources Information Center

    Marincovich, Michele, Ed.; Prostko, Jack, Ed.; Stout, Frederic, Ed.

    Sixteen papers address the training and professional development of graduate teaching assistants. The papers are: (1) "Preparing Graduate Students To Teach: Past, Present, and Future" (Nancy Van Note Chism); (2) "The Role of Centralized Programs in Preparing Graduate Students To Teach" (Jacqueline A. Mintz); (3) "The Disciplinary/Departmental…

  20. after an Intensive Professional Development Program

    ERIC Educational Resources Information Center

    McGee, Jennifer R.; Wang, Chuang; Drew, Polly

    2013-01-01

    Reforms in mathematics education call for K-12 teachers to employ standards-based pedagogies, which embody the National Council for Teachers of Mathematics' principles and standards. In order to effectively support teachers' implementation of standards-based curricula, professional development must be provided that meets teachers' needs. The…

  1. Collaborative and Reflective Professional Development: A Pilot

    ERIC Educational Resources Information Center

    Cowan, John; Westwood, Jenny

    2006-01-01

    Seven experienced university teachers who already required reflective journal writing from their students undertook an innovative experiment in which they made the same demand of themselves, with their own continuing professional development (CPD) in mind. Six of them received and considered confidential facilitative comments upon each journal…

  2. Transformative Professional Development and Teacher Engagement

    ERIC Educational Resources Information Center

    Geil, Kimberly E.

    2011-01-01

    This quasi-experimental study attempts to estimate the effect that participation in Courage to Teach (CTT), a transformative professional development (TPD) program, has on subsequent engagement with teaching. The primary focus of a TPD program is on the "person" who teaches, as opposed to content or technique. The subjects of the study are a…

  3. Preservice Teachers' Microblogging: Professional Development via Twitter

    ERIC Educational Resources Information Center

    Carpenter, Jeffrey

    2015-01-01

    Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators' use of the microblogging service Twitter to facilitate professional development appears to be on the rise. Research on microblogging as a part of teacher education is, however, limited. This paper investigates the use of Twitter by preservice…

  4. When Every Day Is Professional Development Day

    ERIC Educational Resources Information Center

    Tienken, Christopher H.; Stonaker, Lew

    2007-01-01

    In the Monroe Township (New Jersey) Public Schools, teachers' learning occurs daily, not just on one day in October and February. Central office and school-level administrators foster job-embedded teacher growth. Every day is a professional development day in the district, but that has not always been so. How did the district become a system with…

  5. The Changing Face of Professional Development

    ERIC Educational Resources Information Center

    Branom, Vaughn

    2012-01-01

    Learning is a constant in today's library world. Not only the students who use the school libraries, but the adults who facilitate the learning progress of these students are enticed, encouraged, and yes, sometimes, even forced to learn new things at alarming rates. Professional development (PD) must occur regularly in order to keep the library…

  6. Development of Professional Identity in SMEs.

    ERIC Educational Resources Information Center

    Puurula, Arja; Lofstrom, Erika

    This paper describes a study of the development of professional identity among employees in small and medium sized enterprises (SMEs) participating in large-scale company-wide training programs. Managers and employees in 175 SMEs in Finland participated. These two research questions were posed: (1) are there differences in the perceptions of…

  7. Professional Development Schools and Transformative Partnerships

    ERIC Educational Resources Information Center

    Polly, Drew, Ed.; Heafner, Tina, Ed.; Chapman, Marvin, Ed.; Spooner, Melba, Ed.

    2015-01-01

    School-university partnerships have the potential to greatly benefit teaching and learning in PK-12 environments, as well as educator preparation programs. This collaboration is advantageous to teachers, counselors, and administrators. "Professional Development Schools and Transformative Partnerships" provides a comprehensive look at the…

  8. Simultaneous Renewal through Professional Development School Partnerships

    ERIC Educational Resources Information Center

    Shroyer, Gail; Yahnke, Sally; Bennett, Andrew; Dunn, Cindi

    2007-01-01

    The authors describe the premises, processes used, and outcomes of a K-16 simultaneous renewal model, as implemented through the Kansas State University Professional Development School Partnership Project. The goal of this partnership is to improve K-12 teaching and learning while improving a university teacher-preparation program through…

  9. Meaningful Professional Development: A Personal Journey

    ERIC Educational Resources Information Center

    Shore, Rebecca Ann

    2012-01-01

    This article shares a personal story of the evolution of professional development in practice in K-12 schools from three states over a 30 year period. The article begins with reference to general subject area life awarded teaching credentials and concludes with the addition of language addressing prekindergarten, specifically the inclusion of…

  10. Professional Development to Promote Teacher Adaptability

    ERIC Educational Resources Information Center

    Parsons, Allison Ward; Ankrum, Julie Winneur; Morewood, Aimee

    2016-01-01

    Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that…

  11. Induction: The Best Form of Professional Development.

    ERIC Educational Resources Information Center

    Wong, Harry K.

    2002-01-01

    Asserts that professional development for beginning teachers should begin with induction programs. Describes three exemplary beginning-teacher induction programs: Flowing Wells School District, Tucson, Arizona; Lafourche Parish Public Schools, Thibodaux, Louisiana; and Port Huron Area Schools, Port Huron, Michigan. (PKP)

  12. Professional Development of International Teaching Assistants

    ERIC Educational Resources Information Center

    Kaufman, Dorit, Ed.; Brownworth, Barbara, Ed.; Burton, Jill, Ed.

    2006-01-01

    The volume is organized around three aspects of professional development for international teaching assistants: Part 1: Grounding Practice in Research and Researching Practice; Part 2: Beginnings, Challenges, and Growth; and Part 3: Collaborative Practices and Partnerships Across Disciplines. Change, progress, and commitment are themes that are…

  13. Conditions for Student Teacher Professional Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

    The rapidly changing nature of Europe and of education and culture that includes conditions for student teacher professional development is generated by the democracy transition from opportunity to choose towards qualities and purposes in the context of cultural and educational globalization. Conditions of contribution applied to enhance student…

  14. Professional Development for Teaching in Higher Education

    ERIC Educational Resources Information Center

    Wood, Leigh N.; Vu, Tori; Bower, Matt; Brown, Natalie; Skalicky, Jane; Donovan, Diane; Loch, Birgit; Joshi, Nalini; Bloom, Walter

    2011-01-01

    Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to…

  15. Analysis of Reflective Professional Development Models.

    ERIC Educational Resources Information Center

    Filby, Nikola N.

    This paper reviews the background of and compares three particular approaches to reflective professional development, specifically as used by Far West Laboratory: case methods, the Peer Assisted Leadership process, in which peer partners observe each other, conduct reflective interviews, construct leadership models, and explore alternate ways to…

  16. Infusing Neuroscience into Teacher Professional Development

    ERIC Educational Resources Information Center

    Dubinsky, Janet M.; Roehrig, Gillian; Varma, Sashank

    2013-01-01

    Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of "plasticity," have the potential to directly transform teacher preparation and professional development, and ultimately to…

  17. Measuring Characteristics of Teacher Professional Development

    ERIC Educational Resources Information Center

    Soine, Karen M.; Lumpe, Andrew

    2014-01-01

    The primary purpose of the study was to create and psychometrically test an instrument which measured teachers' perceptions of characteristics of professional development. The sample consisted of elementary teachers from five school districts in Washington State participating in a district improvement initiative. Results of exploratory factor…

  18. Relational Dynamics in Teacher Professional Development

    ERIC Educational Resources Information Center

    Finkelstein, Carla

    2013-01-01

    Teacher professional development (PD) is considered essential to improving student achievement toward high standards. I argue that while current notions of high quality PD foreground cognitive aspects of learning, they undertheorize the influence of relational dynamics in teacher learning interactions. That is, current conceptions of high quality…

  19. Mediating Artifact in Teacher Professional Development

    ERIC Educational Resources Information Center

    Svendsen, Bodil

    2015-01-01

    This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best…

  20. The Promise of Community in Professional Development.

    ERIC Educational Resources Information Center

    Hicks, Jean Wolph

    This paper examines a Midwestern site of the National Writing Project for teachers, a professional development summer institute that fosters collaborative learning, increases teacher confidence and enthusiasm, and promotes reflection. The examination involves observations of and interviews with 19 Midwestern Writing Project (MWP) participants and…

  1. Development of Teaching Objectives in Professional Ethics

    ERIC Educational Resources Information Center

    Klimes, Rudolf E.

    1978-01-01

    Described is the process involved in the development of teaching objectives for a university graduate course in professional ethics, limited to the human service professions of education, business administration, social work, and the ministry. A model of the five-step process is presented, and a bibliography is provided. (JMD)

  2. Back to the Future: Professional Development

    ERIC Educational Resources Information Center

    Cox, Marge

    2015-01-01

    As an educator for thirty-four years, the author describes several great changes she has seen in the field of education since she started in the 1970s. The author gives advice to educators just beginning their careers. Old and new ways of receiving professional development are explained along with the limitations and benefits of these options.…

  3. Teacher Professional Development: A Different Perspective

    ERIC Educational Resources Information Center

    Roseler, Katrina; Dentzau, Michael W.

    2013-01-01

    Reform in science education is a slow process. Current professional development experiences may slow the process even more if modeled after traditional top down approaches. The common practice of inviting "experts" to deal with specific local issues supports a covert message that classroom teachers are not capable of meeting the…

  4. Measuring the Achievement of Professional Development Schools

    ERIC Educational Resources Information Center

    Theiss, Deb; Grigsby, Carl

    2010-01-01

    Universities systematically use assessments to evaluate programs of teacher education. The Professional Development Schools Partnership was a well-established collaboration with more than 11 years of work with area schools. However, two questions became the center of a discussion for evaluating, monitoring, and identifying the accomplishments of…

  5. Lebanese Teachers' Views on "Continuing Professional Development"

    ERIC Educational Resources Information Center

    Nabhani, Mona; Bahous, Rima

    2010-01-01

    This study elicits Lebanese teachers' views on Continuing Professional Development (CPD). Seven hundred and thirty-nine teachers from across Lebanon responded to semi-structured questions about personal and school efforts to help stay up to date. They expressed their views on what constitutes effective CPD, why this is needed and how this…

  6. Empowering Teacher Leadership in Professional Development Schools.

    ERIC Educational Resources Information Center

    Lecos, Mary Anne; Cassella, Carol; Evans, Cynthia; Leahy, Cathy; Liess, Enid; Lucas, Tina

    2000-01-01

    George Mason University, Virginia, prepares teachers through a professional development school model, which empowers teachers to assume leadership roles as clinical faculty and site coordinators. Classroom teachers and the former Director of Teacher Education describe the effects of teachers' experiences as teacher educators on their roles within…

  7. Professional Development Training. ACTWU Insurance Department.

    ERIC Educational Resources Information Center

    Martin, Sabrina Budasi

    This curriculum guide provides materials for a 10-week professional development training course. A course outline and list of topics is followed by the plans for the 10 lessons. Components of these lesson plans include topics; objectives; materials needed; lesson outline with activities and discussion; and student handouts. Lesson topics are as…

  8. A New Vision for Professional Development

    ERIC Educational Resources Information Center

    Eley, Peter M.; Charles, Kelly J.; Leeks, Latonya L.

    2013-01-01

    High-quality professional development for public school teachers is directly tied to student achievement, teacher quality and retention, and national education priorities (Kroeger et al. 2000). To stay current with the knowledge, skills, and expertise that students need to succeed in the twenty-first century, educators must increasingly retool…

  9. A Professional Development Framework for Online Teaching

    ERIC Educational Resources Information Center

    Baran, Evrim; Correia, Ana-Paula

    2014-01-01

    The quality of online programs in higher education is strongly correlated with how the professional development approaches respond to the needs of online teachers. These approaches are critical in helping online teachers adopt online pedagogical practices and reconstruct their teacher persona in an online environment. This study proposes a nested…

  10. Opportunity to Learn: Implications for Professional Development.

    ERIC Educational Resources Information Center

    Baratz-Snowden, Joan C.

    1993-01-01

    Reviews the history of the concept of equal educational opportunity, noting the shift from a separate-but-equal input definition to an opportunity-to-learn process interpretation. Also discussed are implications of the definition of opportunity to learn for professional development and the education of African-American students. (SLD)

  11. Lesson Study for Professional Development and Research

    ERIC Educational Resources Information Center

    Pierce, Robyn; Stacey, Kaye

    2011-01-01

    In this paper we demonstrate that "lesson study" may be adapted from its primary use as a professional development strategy for use as a research strategy, especially to identify principles of good lesson design. We report on a project undertaken in two Australian secondary schools where lesson study research was used to investigate the design of…

  12. Model Professional Development Programs Win Recognition.

    ERIC Educational Resources Information Center

    Price, Kathleen C., Ed.; Quinn, Peggy, Ed.

    1999-01-01

    This bulletin is designed to illustrate the broad range of research and improvement activities supported by the Office of Educational Research and Improvement. Contents include: "Model Professional Development Programs Win Recognition,""Are Our Schools Safe?,""Charter Schools on the Rise,""What to Expect Your First Year of Teaching,""Evaluating…

  13. Inquiry and Accountability in Professional Development Schools

    ERIC Educational Resources Information Center

    Trachtman, Roberta

    2007-01-01

    To provide a deeper understanding of issues related to collaborative reconstruction and simultaneous renewal, the author provides a historical perspective of professional development schools (PDSs) and an overview of the National Council for Accreditation of Teacher Education PDS standards and assessment process, with a focus on inquiry and…

  14. Continuing Professional Development: Lifelong Learning of Millions

    ERIC Educational Resources Information Center

    Friedman, Andrew L.

    2011-01-01

    Continuing Professional Development (CPD) is the means by which the professions across the world ensure that their knowledge and skills remain up to date and relevant to changing needs and environments. CPD significantly contributes to the quality and reputation of the professions and therefore to the quality of national and international social…

  15. Give Your Professional Development a Second Life

    ERIC Educational Resources Information Center

    Sheehy, Peggy

    2009-01-01

    Pursuing professional development (PD) is contractual for some, and oxygen for others. As technology has increased access to anytime-anywhere learning, many of the hurdles for conquering time and space constraints have been addressed with online learning in web-based classroom environments, webinars, and even some of the newer social networking…

  16. Unraveling the Professional Development School Equity Agenda.

    ERIC Educational Resources Information Center

    Abdal-Haqq, Ismat

    1999-01-01

    Examines major critiques from the literature on the Professional Development School (PDS) equity agenda and accomplishments, referencing works from literature on PDSs, diversity, urban education, and multicultural education. The paper focuses on issues related to poor or working-class learners in PDS settings and learners from non-European racial,…

  17. Structuring Professional Development with an Online Community

    ERIC Educational Resources Information Center

    Hodes, Carol L.; Foster, John C.; Pritz, Sandra G.; Kelley, Patricia

    2011-01-01

    As part of a multiyear research study on the preparation of educators to use assessment data for instructional improvement, the present study is a pilot test of a research-based professional development intervention for career-technical teachers. Forty-eight educators at nine sites in five states participated in a 1-day workshop followed by…

  18. Becoming an Early Years Professional: Developing a New Professional Identity

    ERIC Educational Resources Information Center

    Murray, Janet

    2013-01-01

    Research on professional identity places various emphasis on the influence of internal or external components (Beijaard, Meijer and Verloop 2004; McGillivray 2008; Osgood 2010), which can create tension between the normative and subjective view of what it means to be a particular type of professional. This small scale research sought to uncover…

  19. Professional Development for School Library Media Professionals: Elements for Success

    ERIC Educational Resources Information Center

    Brown, Carol A.; Dotson, Lana Kaye; Yontz, Elaine

    2011-01-01

    The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being…

  20. Identifying and Applying for Professional Development Funding.

    PubMed

    Hyden, Christel; Escoffery, Cam; Kenzig, Melissa

    2015-07-01

    Participation in ongoing professional development can be critical for maintaining up-to-date knowledge in your field, as well as preparing for promotions and job changes. Career development activities may include formal classroom education, web-based courses, on-the-job training, workshops and seminars, professional conferences, and self-study programs. Developing a career development plan, cultivating a team to support your goals, and actively pursuing continuing education and skill-building opportunities are important across all career stages. However, the financial cost of these opportunities can often place them beyond reach. In this commentary, we summarize several potential sources for career development funding as well as best practices for completing the application process. PMID:25983083

  1. Considering Professional Identity to Enhance Agriculture Teacher Development

    ERIC Educational Resources Information Center

    Shoulders, Catherine W.; Myers, Brian E.

    2011-01-01

    The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009).…

  2. Learning and Digital Portfolios

    ERIC Educational Resources Information Center

    Moran, Wendy; Vozzo, Les; Reid, Jo-Anne; Pietsch, Marilyn; Hatton, Caroline

    2013-01-01

    Utilising appropriate Information Communication Technologies (ICT) as instructional tools in teacher education can be a challenging yet worthwhile endeavour. This paper reports the difficulties and benefits of a recent inter-university project requiring preservice primary teachers to construct professional digital portfolios using the support of…

  3. Mentor teachers' perceptions of their own professional development within a secondary science professional development school

    NASA Astrophysics Data System (ADS)

    Kreamer, Sherry Maureen

    Mentor teachers' perceptions of their professional development within a secondary science professional development school were studied using grounded theory within a postmodern lens. The driving questions which framed this study were: How do mentor teachers' perceive their own professional development in the context of an emerging secondary science Professional Development School? How is mentor professional development supported or inhibited in this secondary science PDS? How do mentor teachers' perceive teaching science through inquiry in the context of this secondary science Professional Development School? In what ways do mentor teachers view themselves as participants in a community of learners within the PDS context? Seven secondary science mentor teachers were purposefully selected as participants based on their commitment to mentor a pre-service science education intern for one school year. The primary sources of data were two semi-structured interviews, one taken early in the school year, and the other taken near or at the end of the school year. Other sources of data were participant mentor journal entries, focus group notes, written mentor responses to an inquiry prompt and professional development prompt, and the Secondary Science Professional Development Handbook which the participant/focus group generated. These additional data sources were used to help reach consensus as well as add richness to the study. Data were analyzed initially using the grounded theory qualitative software ATLASti (1997), to discover codes and patterns of connectivity. Results of initial analysis were compared with subsequent data analysis, and member check for clarification and consensus. Mentors in this study identified six dimensions which influenced their professional development. Five of these enhanced their practice. These were: benefits, roles, goals, preparation, and support. Participants also identified barriers which inhibited their professional growth. The most

  4. Professional Development of Preceptors Improves Nurse Outcomes.

    PubMed

    Cotter, Elizabeth; Dienemann, Jacqueline

    2016-01-01

    This hospital preceptor program includes processes to recruit, select, and provide ongoing evaluation of preceptor function. After volunteering, candidates are chosen by peer vote. A blended training program includes online, commercially available modules and nursing professional development practitioner-led sessions that engage preceptors in reflection and problem-solving. Preceptor education allows nurses to further develop their skills over 2 years. Formal evaluation found that preceptors gained efficiency in their role with low turnover rate and positive patient outcomes. PMID:27434318

  5. The Effects of Portfolio-Based Advice on the Development of Self-Directed Learning Skills in Secondary Vocational Education

    ERIC Educational Resources Information Center

    Kicken, Wendy; Brand-Gruwel, Saskia; van Merrienboer, Jeroen J. G.; Slot, Wim

    2009-01-01

    This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed learning skills and improve their learning in the domain. In the first year of a hairdressing…

  6. Portfolio assessment: practice teachers' early experience.

    PubMed

    Spence, William; El-Ansari, Walid

    2004-07-01

    Experience was recognised to be a vital source of learning as long ago as 1762 [Emile, Everyman, London, 1993] and reflection on practice experience may be one way forward in addressing nursing's anxieties concerning the practice theory gap. However, despite the acceptance that subjectivity in the process seems inevitable and potentially important, little is understood of the practitioner's experience of practice assessment. Two questionnaires sought the views of specialist community nursing practitioner (SCNP) programme (United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) 2001) practice teachers (PTs) on the introduction of the portfolio approach to practice assessment. These were distributed to 62 and 76 PTs and the response rates were 32% and 50%, respectively. Responses of those PTs from the three specialisms participating in the piloting of the portfolio approach were compared with those using an existing approach. An action research method was adopted which attempted to use established theory to explain the challenges presented by the introduction of this approach and ultimately to raise the PT group's awareness of assessment issues. Both qualitative and quantitative data were collected and the findings support the use of the portfolio approach to practice assessment. The PT experience of portfolio use was found to be a largely positive one. PTs reported the utility of the portfolio in prompting student self-evaluation of learning. Concerns were expressed by PTs around the quality of portfolio evidence although many felt that it had promoted students' reflection on practice. Inter-PT reliability in practice assessment was identified as a topic for PT continuing professional development. Many sources of evidence, including patient feedback, were used by PTs in their assessment of students although PTs using the portfolio approach used less first-hand experience of students' practice in their assessments of competence, relying more

  7. Take Charge of Your Personal and Professional Development

    ERIC Educational Resources Information Center

    Goble, Carla B.; Horm, Diane M.

    2010-01-01

    The need for professional development is universal, whatever a person's profession. Professionals must continually enrich their knowledge and increase their sense of professionalism over the course of their careers so as to implement current research-based practice. Early childhood professional development brings to the forefront the significance…

  8. Desired professional development pathways for clinical pharmacists.

    PubMed

    Shord, Stacy S; Schwinghammer, Terry L; Badowski, Melissa; Banderas, Julie; Burton, Michael E; Chapleau, Christopher A; Gallagher, Jason C; Matsuura, Gregory; Parli, Sara E; Yunker, Nancy

    2013-04-01

    The 2012 American College of Clinical Pharmacy (ACCP) Certification Affairs Committee was charged with developing guidelines for the desired professional development pathways for clinical pharmacists. This document summarizes recommendations for postgraduate education and training for graduates of U.S. schools and colleges of pharmacy and describes the preferred pathways for achieving, demonstrating, and maintaining competence as clinical pharmacists. After initial licensure within the state or jurisdiction in which the pharmacist intends to practice, completion of an accredited PGY1 pharmacy residency is recommended to further develop the knowledge and skills needed to optimize medication therapy outcomes. An accredited PGY2 pharmacy residency should be completed if a pharmacist wishes to seek employment in a specific therapeutic area or practice setting, if such a residency exists. Clinical pharmacists intending to conduct advanced research that is competitive for federal funding are encouraged to complete a fellowship or graduate education. Initial certification by the Board of Pharmacy Specialties (BPS) or other appropriate sponsoring organizations should be completed in the desired primary therapeutic area or practice setting within 2 years after accepting a position within the desired specific therapeutic area or practice setting. Clinical pharmacists subsequently will need to meet the requirements to maintain pharmacist licensure and board certification. Traineeships, practice-based activities, and certificate programs can be used to obtain additional knowledge and skills that support professional growth. Pharmacists are strongly encouraged to adopt a lifelong, systematic process for professional development and work with ACCP and other professional organizations to facilitate the development and implementation of innovative strategies to assess core practice competencies. PMID:23401084

  9. Developing Teachers: Improving Professional Development for Teachers

    ERIC Educational Resources Information Center

    Coe, Robert; Aloisi, Cesare; Higgins, Steve; Major, Lee Elliot

    2015-01-01

    This document is a summary of the report "What Makes Great Teaching". It argues that improved teacher ­development will positively impact on pupil attainment, particular those from disadvantaged backgrounds. "Developing Teachers" presents five policy recommendations which have been signed by 17 of Britain's leading headteachers…

  10. Using Learning Portfolios to Develop Generic Skills with On-Line Adult Students

    ERIC Educational Resources Information Center

    Matas, Cristina Poyatos; Allan, Cameron

    2004-01-01

    In recent years, educators have begun to use learning portfolios as a means of evaluating student learning in higher education. Research indicates that learning portfolios can help students understand better the learning process as well as enhancing learning outcomes. They promote reflection on the learning experience and encourage students to…

  11. Students' Perspectives on E-Portfolio Development and Implementation: A Case Study in Taiwanese Higher Education

    ERIC Educational Resources Information Center

    Hsieh, Pei-Hsuan; Lee, Chun-I; Chen, Wei-Fan

    2015-01-01

    This study explores students' perceptions related to the implementation of e-portfolios in the context of Taiwanese higher education. Thirty Taiwanese university students were interviewed, and data analysis includes 14 interviewees' e-portfolios and responses to 281 valid surveys from non-interviewed students. The study presents students'…

  12. Portfolio Development and the Assessment of Prior Learning: Perspectives, Models and Practices. Second Edition

    ERIC Educational Resources Information Center

    Michelson, Elana; Mandell, Alan

    2004-01-01

    For over thirty years, portfolios have been used to help adult learners gain recognition for their prior learning and take greater control of their educational experiences. The portfolio has become a distinctive means of assessing such learning, serving as a meaningful alternative to conventional papers and standardized testing. This book provides…

  13. Teacher Professional Development that Makes an Impact

    NASA Astrophysics Data System (ADS)

    Borrego, H.; Ellins, K. K.

    2012-12-01

    Through four years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development project, my knowledge of earth science and new pedagogical approaches has improved dramatically. In addition, I have received instructional materials, and learned how to access high quality online resources and use a variety of web-based tools. As a consequence, I have developed the confidence to use the TXESS model to deliver earth science professional development that makes an impact to other teachers in the Rio Grande Valley region of South Texas. In this session, I will share my experiences as an earth science professional development provider and describe how I have used my own learning to help both teachers and students become more earth science literate. Earth science test scores at the elementary and secondary level throughout South Texas are consistently low in comparison to other regional areas in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach earth science. My background as teacher combined with the TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Using educational resources provided by the TXESS Revolution I have offered professional development topics such as Energy, Geologic Time and Stratigraphy, Water and the Cryosphere, Plate Tectonics, and Climate to about 125 South Texas elementary and middle school teachers. These trainings have helped improve the content knowledge of South Texas teachers and given them tools that they can use to guide student learning through authentic scientific research. In addition to providing professional development to teachers, I have been recruited to serve as the representative of the Offshore Energy Center for South Texas. This curriculum complements the TXESS Revolution educational resources by expanding the Energy education

  14. Interdisciplinary Professional Development: Astrolabes for Medievalists

    NASA Astrophysics Data System (ADS)

    Larsen, Kristine

    2014-06-01

    Astronomers and astronomy educators have significantly broadened the intended audience for their outreach activities, from the traditional venues of public schools, libraries and planetariums to national parks, coffee houses, and concert halls. At the same time, significant attention has been paid to improving the quality and relevance of professional development directed toward preservice and inservice science teachers. Many of our outreach and professional development programs have also become increasingly creative in their use of interdisciplinary connections to astronomy, such as cultural astronomy and the history of astronomy. This poster describes a specific example of interdisciplinary professional development directed at a different audience, humanities faculty and researchers, through hands-on workshops on the basic astronomical background and usage of an astrolabe conducted at the International Congress on Medieval Studies at Western Michigan University in 2013 and 2014. The goal was to explain the basic astronomy behind astrolabes (as well as their cultural relevance) to medieval scholars in history, literature, and other disciplines. The intention was to increase their comfort with manipulating and explaining astrolabes to a basic level where they could share their knowledge with their own college classes. In this way the relevance of astronomy to myriad human endeavors could be reinforced by humanities faculty within their own courses.

  15. The Development of Professional Learning Community in Primary Schools

    ERIC Educational Resources Information Center

    Sompong, Samoot; Erawan, Prawit; Dharm-tad-sa-na-non, Sudharm

    2015-01-01

    The objectives of this research are: (1) To study the current situation and need for developing professional learning community in primary schools; (2) To develop the model for developing professional learning community, and (3) To study the findings of development for professional learning community based on developed model related to knowledge,…

  16. Quality professional development for secondary science teachers

    NASA Astrophysics Data System (ADS)

    Mchazlett, Dwight Henry, Jr.

    This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed problem of practice where there was a lack of quality professional development for secondary biology teachers. The audience of internal stakeholders includes district administrators, high school teachers, and science teachers from the elementary and middle school grade levels. Participants of this study collaboratively explored the problem of practice in the fall semester of 2015, then implemented the LS PD model in the spring semester. The participants completed three cycles of LS that focused on collaboratively designing research-based lessons, teaching the lessons with peer observations, revising and re-teaching the lessons with peer observations, and reflecting on the participants' growth experiences. Four research questions were addressed: (a) What are the perceptions of the participants in regard to their own professional growth as a result of participating in the LS initiative? (b) What improvements to the LS PD model might facilitate future implementation? and (c) What are the perceptions of the LS dissemination audience toward LS as a viable solution to a lack of quality PD for secondary biology teachers? Results of the study suggested that LS PD may be a viable solution to the proposed problem of practice where there is a lack of quality professional development for secondary biology teachers. Long-term implications posit that LS PD can be adapted and scaled up to benefit all content areas and grade levels.

  17. Education for Rural Development - A Portfolio of Studies. Volume 4: Manpower, Science, and Technology and Extension Education.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Asian Centre for Educational Innovation for Development.

    Volume 4 in a five-volume portfolio of studies reflecting different facets of the concept of education for rural development consists of three studies. The first study, "Planning for Meeting Manpower Requirements and Training for Self-Employment in Rural Areas," by Jose R. Vergara (Philippines), analyzes the scenario of growth and employment,…

  18. Students' Beliefs about Portfolio Evaluation and its Influence on Their Learning Outcomes to Develop EFL in a Spanish Context

    ERIC Educational Resources Information Center

    Martinez-Lirola, Maria; Rubio, Fernando

    2009-01-01

    There is a significant world-wide apprehension concerning perceived deficiencies in university students' performance and a resulting decrease of knowledge level and competency development. This paper analyses the benefits of using a portfolio as a means of evaluating student progress and the beliefs from which students draw their learning and…

  19. Avenues to Professional Learning Online: Technology Tips and Tools for Professional Development in Gifted Education

    ERIC Educational Resources Information Center

    Little, Catherine A.; Housand, Brian C.

    2011-01-01

    The use of online methods for professional development activities is on the rise, with more schools exploring creative ways of providing teacher learning opportunities. Online professional development offers a promising direction for providing increased learning opportunities, promoting professional collaboration, and supporting teacher facility…

  20. An Examination of Effective Professional Development Characteristics in Professional Learning Communities

    ERIC Educational Resources Information Center

    Strickland, Crystal Y.

    2013-01-01

    The purpose of this quantitative study was to investigate the extent to which professional development practices in professional learning communities are consistent with research-based principles of effective professional development. Additionally, the study investigated potential differences in the content focus, active learning, coherence, and…

  1. Virtual Professional Learning Communities: Teachers' Perceptions of Virtual versus Face-to-Face Professional Development

    ERIC Educational Resources Information Center

    McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan; Koehler, Matthew J.; Lundeberg, Mary A.

    2013-01-01

    Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in…

  2. Professional development in college science teaching

    NASA Astrophysics Data System (ADS)

    Thomas, Aimee Kathryn

    Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4

  3. Innovative Professional Development: Expanding Your Professional Learning Network

    ERIC Educational Resources Information Center

    Perez, Lisa

    2012-01-01

    To assume the role of technology leaders and information literacy specialists in their schools, librarians need access to the most current information. And, they do this by helping each other. There are many definitions, but professional learning networks (PLNs) involve sharing work-related ideas with a network of colleagues via various digital…

  4. Reflective Practice: The Scholarship of Teaching and Learning. The CEET Faculty Development Program on Teaching and Learning. Second Edition: 2009 College Portfolio. Volumes I-IV

    ERIC Educational Resources Information Center

    Scarborough, Jule Dee

    2009-01-01

    "2009 Portfolio: The Second Edition of the College of Engineering's Portfolio" presents the 2009 Faculty Development Program on Teaching & Learning (TL) new content, modified models, new process and procedures, especially the new Instructional Analysis and Design Process Map, new PowerPoint presentations, modified teaching and learning assessment…

  5. Developing and Sustaining Professionalism within Gifted Education

    ERIC Educational Resources Information Center

    Coleman, Mary Ruth; Gallagher, James J.; Job, Jennifer

    2012-01-01

    This article calls for a new paradigm of professionalism in the field of gifted education. The definition of professionalism varies, and yet the need for a common vision of professionalism in the field is necessary to strengthen gifted education in the future. The authors delineate a framework for sustaining professionalism within the field and…

  6. Effective elements of science teacher professional development

    NASA Astrophysics Data System (ADS)

    Zientek, Amy

    Educational reform efforts to improve students' learning outcomes are often present in teacher professional development opportunities; however, the structure and design of these opportunities vary and often focus on a homogenous student population; that is, White students in suburban schools. Reform efforts in teacher professional development that aim to educate teachers not only about science content and pedagogy, but also about practices that aim to reach a diverse student population is needed. This study examines three, science teacher summer professional development (PD) programs [SUN, SEPA, and CLA], and explores how programs affect teacher learning outcome(s) and any subsequent translation into classroom practice(s). The design and delivery, alignment to Ladson-Billings (1994) tenets of culturally responsive practices, and measurement(s) of teachers' learning outcome(s) are evaluated. Fliers were sent to science teachers who participated in SUN, SEPA, and CLA in an effort to recruit volunteers for this study. Program document analysis and teacher post-survey data from each program, focus groups, evidence of program integration, and a culturally responsive practice survey were collected and analyzed. Results show SEPA to include content knowledge (CK), pedagogical content knowledge (PCK), culturally responsive practices (CRP), and some elements of the conceptual change model (CCM) (Larkin, 2012) in program design, structure, and delivery along with translation into classroom practice. SUN and CLA both show incorporation of CK and PCK, with SUN also showing some evidence of CRP. The findings indicate that when teachers are modeled a practice they are able to translate that practice in their classroom. The potential impact of modeling CRP during science teacher PD may address the achievement gap still present among students of color. Program designers must consider the inclusion of CRP alongside CK and PCK during the development of science teacher PD.

  7. Response to Section II: What's Needed Now--Professional Development Schools and the Professionalization of Teaching

    ERIC Educational Resources Information Center

    Goodwin, A. Lin

    2011-01-01

    The professional development schools (PDS) effort, which grew out of the groundbreaking work of the Holmes Group (1986), was deliberately focused on the support and advancement of teachers as professionals and the professionalization of teaching, so the author argues that it is ironic that a volume about PDS might be seen as voicing an opinion…

  8. Turning into Teachers before Our Eyes: The Development of Professional Identity through Professional Dialogue

    ERIC Educational Resources Information Center

    Mantei, Jessica; Kervin, Lisa

    2011-01-01

    This paper examines the development of professional identity in early career teachers enrolled in an "add-on year" of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional readings…

  9. Personal, Professional Coaching: Transforming Professional Development for Teacher and Administrative Leaders

    ERIC Educational Resources Information Center

    Patti, Janet; Holzer, Allison A.; Stern, Robin; Brackett, Marc A.

    2012-01-01

    This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two…

  10. How to Be a Good Professional: Existentialist Continuing Professional Development (CPD)

    ERIC Educational Resources Information Center

    Mulvey, Rachel

    2013-01-01

    This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing…

  11. Professional and Creative Development of Natural Geographic Course Teachers within the Process of Professional Retraining

    ERIC Educational Resources Information Center

    Samigullina, Galina Savelevna; Gilmanchina, Syriya Irekovna; Gaisin, Ilgisar Timergalievich; Gilmanshin, Iskander Rafailevich; Rafailevna, Akchurina Ilsia

    2015-01-01

    The purpose of this article is to analyse the professional and creative development of natural geographic course teachers of the Republic of Tatarstan in the process of professional retraining. The method for work performing is a retrospective analysis of professional retraining of natural geographic course teachers within the higher professional…

  12. "As a Student, I Do Think that the Learning Effectiveness of Electronic Portfolios Depends, to Quite a Large Extent, on the Attitude of Students!"

    ERIC Educational Resources Information Center

    Mok, Jane

    2012-01-01

    Lynch and Purnawarman (2004:50) point out that "a solid electronic portfolio can show reflection, evolution of thought and overall professional development". Research shows that electronic portfolio assessment, if implemented thoughtfully, can successfully engage learners in critical thinking and problem solving, promote lifelong education,…

  13. Professional Development Planning and Design. Issues in Science Education.

    ERIC Educational Resources Information Center

    Rhoton, Jack; Bowers, Patricia

    This book focuses on the professional development of teachers and discusses issues related to the planning and design of professional development programs. The content of the book is divided into three parts. Part 1, Standards-Based Reform and Professional Development includes: (1) "National Science Education Standards as a Catalyst for Change:…

  14. Continuing Professional Development in Early Childhood Education in New Zealand

    ERIC Educational Resources Information Center

    Cherrington, Sue; Thornton, Kate

    2013-01-01

    This article explores the influences on and nature of continuing professional development in the New Zealand early childhood education sector. In addition to discussing the nature of professional development and providing an explanation of the policy context that informs the delivery of professional development, the paper draws on evaluations of…

  15. Reading Coaches as an In-Class Professional Development Model

    ERIC Educational Resources Information Center

    Bolton, Marcia V.

    2007-01-01

    Professional development should be a career-long process in which teachers tweak their teaching methodology, practices, and style to meet student needs. Is there a better place to offer professional development opportunities than at "ground zero"? This paper outlines one school's attempt to bring quality professional development to the…

  16. Professional Development Networks: From Transmission to Co-Construction

    ERIC Educational Resources Information Center

    Ngcoza, Ken; Southwood, Sue

    2015-01-01

    This article offers an extract of a qualitative case study focused on collaborative professional development of science teachers in a transformative continuous professional development (TCPD) network, whose aim is the professional development of science teachers with a view to improving praxis. Teacher narratives generated through an iterative…

  17. An Integrated Professional Development Model for Effective Teaching

    ERIC Educational Resources Information Center

    Kuijpers, J. M.; Houtveen, A. A. M.; Wubbels, Th.

    2010-01-01

    This article examines the design of a professional development model that aims to improve student achievement. This model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. Existing models from two largely independent approaches to professional development of…

  18. Using the Principles of Differentiated Instruction to Improve Professional Development

    ERIC Educational Resources Information Center

    Lentz, Daniel E.

    2014-01-01

    The purpose of this study was to create a model of Differentiated Professional Development (DPD) that is a more effective method of professional development due to the addition of the principles of differentiated instruction (DI). The DPD model was created by combining previous studies on effective elements of professional development with the…

  19. 34 CFR 200.60 - Expenditures for professional development.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph (a)(2... professional development activities to ensure that teachers and paraprofessionals meet the requirements...

  20. Helping Teachers Help Themselves: Professional Development That Makes a Difference

    ERIC Educational Resources Information Center

    Patton, Kevin; Parker, Melissa; Tannehill, Deborah

    2015-01-01

    For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

  1. Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

    ERIC Educational Resources Information Center

    Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

    2016-01-01

    Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

  2. The Facilitator's Role in Elementary Mathematics Professional Development

    ERIC Educational Resources Information Center

    Linder, Sandra M.

    2011-01-01

    This study identified qualities of influential facilitators of elementary mathematics professional development. Extensive research relating to elementary mathematics professional development has emerged over the past three decades. Embedded in this body of research are recommendations for effective practices in professional development and…

  3. 34 CFR 200.60 - Expenditures for professional development.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... professional development activities to ensure that teachers and paraprofessionals meet the requirements of... 34 Education 1 2012-07-01 2012-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph...

  4. 34 CFR 200.60 - Expenditures for professional development.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... professional development activities to ensure that teachers and paraprofessionals meet the requirements of... 34 Education 1 2010-07-01 2010-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph...

  5. 34 CFR 200.60 - Expenditures for professional development.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... professional development activities to ensure that teachers and paraprofessionals meet the requirements of... 34 Education 1 2013-07-01 2013-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph...

  6. 34 CFR 200.60 - Expenditures for professional development.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... professional development activities to ensure that teachers and paraprofessionals meet the requirements of... 34 Education 1 2014-07-01 2014-07-01 false Expenditures for professional development. 200.60... Paraprofessionals § 200.60 Expenditures for professional development. (a)(1) Except as provided in paragraph...

  7. Further Research on an Undergraduate Measure of Professional Development Engagement

    ERIC Educational Resources Information Center

    Blau, Gary; Pred, Robert; Andersson, Lynne; Lopez, Andrea B.

    2015-01-01

    Professional Development Engagement (PDE) refers to the level of undergraduate engagement in professional development. Professional Development (PD) involves activities designed to help students prepare for a successful college-to-work transition. This study tested a new 12-item measure of PDE for a complete-data sample of 246 undergraduate…

  8. Professional Development in Education: In Search of the Optimal Mix.

    ERIC Educational Resources Information Center

    Guskey, Thomas R.

    All proposals for education reform include professional development as a significant element in promoting change. Questions have been raised about the effectiveness of professional development and its role in educational reform. Consequently, evaluation of professional development programs is increasing and expanding to include student…

  9. Mentoring as Professional Development: "Growth for Both" Mentor and Mentee

    ERIC Educational Resources Information Center

    Hudson, Peter

    2013-01-01

    Teachers need professional development to keep current with teaching practices, although costs for extensive professional development can be prohibitive across an education system. Mentoring provides one way for embedding cost-effective professional development. This mixed-method study includes surveying mentor teachers ("n" = 101) on a…

  10. Learning, Motivation, and Transfer: Successful Teacher Professional Development

    ERIC Educational Resources Information Center

    McDonald, Lex

    2012-01-01

    In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

  11. Kepler Mission IYA Teacher Professional Development Workshops

    NASA Astrophysics Data System (ADS)

    Devore, E. K.; Harman, P.; Gould, A. D.; Koch, D.

    2009-12-01

    NASA's Kepler Mission conducted six teacher professional development workshops on the search for Earth-size in the habitable zone of Sun-like stars. The Kepler Mission launched in March, 2009. As a part of International Year of Astronomy 2009, this series of one-day workshops were designed and presented for middle and high school teachers, and science center and planetarium educators prior to and after the launch. The professional development workshops were designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar trainings. Each event was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. The workshops combined a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis was on inquiry-based instruction and supported science education standards in grades 7-12. Participants’ kit included an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. Kepler's Education and Public Outreach program is jointly conducted by the SETI Institute and Lawrence Hall of Science at UC Berkeley in close coordination with the Kepler Mission at NASA Ames Research Center. The IYA Kepler Teacher Professional Development workshops were supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops. Teachers participate in human orrery.

  12. Infusing Neuroscience into Teacher Professional Development

    PubMed Central

    Dubinsky, Janet M; Roehrig, Gillian; Varma, Sashank

    2015-01-01

    Bruer (1997) advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: the neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers – the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers. PMID:26139861

  13. Exploring the Turkish Teachers' Professional Development Experiences and Their Needs for Professional Development

    ERIC Educational Resources Information Center

    Özdemir, Soner Mehmet

    2013-01-01

    The purpose of this study was to examine the activities of professional development that Turkish elementary and secondary teachers experienced individually in the previous two years. Survey method was used and data were collected through an instrument developed by researcher. Sample consisted of 507 elementary and secondary teachers employed in 12…

  14. Climate Literacy: Supporting Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

    2012-12-01

    Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation

  15. Decision Gate Process for Assessment of a NASA Technology Development Portfolio

    NASA Technical Reports Server (NTRS)

    Kohli, Rajiv; Fishman, Julianna L.; Hyatt, Mark J.

    2012-01-01

    The NASA Dust Management Project (DMP) was established to provide technologies (to Technology Readiness Level (TRL) 6) required to address adverse effects of lunar dust to humans and to exploration systems and equipment, to reduce life cycle cost and risk, and to increase the probability of sustainable and successful lunar missions. The technology portfolio of DMP consisted of different categories of technologies whose final product was either a technology solution in itself, or one that contributes toward a dust mitigation strategy for a particular application. A Decision Gate Process (DGP) was developed to assess and validate the achievement and priority of the dust mitigation technologies as the technologies progress through the development cycle. The DGP was part of continuous technology assessment and was a critical element of DMP risk management. At the core of the process were technology-specific criteria developed to measure the success of each DMP technology in attaining the technology readiness levels assigned to each decision gate. The DGP accounts for both categories of technologies and qualifies the technology progression from technology development tasks to application areas. The process provided opportunities to validate performance, as well as to identify non-performance in time to adjust resources and direction. This paper describes the overall philosophy of the DGP and the methodology for implementation for DMP, and describes the method for defining the technology evaluation criteria. The process is illustrated by example of an application to a specific DMP technology.

  16. TA Professional Development: A Graduate Student's Perspective

    NASA Astrophysics Data System (ADS)

    Alicea-Munoz, Emily

    Graduate Teaching Assistants (GTAs) are essential for teaching large introductory physics classes. In such courses, undergraduates spend approximately half of their in-class contact time in instructional environments (e.g., labs and recitations) supervised by GTAs, which means GTAs can have a large impact on student learning. Therefore it is crucial to adequately prepare GTAs before they first enter the classroom, and to offer them continued support throughout. Since many of the skills required to become effective teachers will also be relevant to their future research careers, it is useful for a GTA preparation program to also include professional development strategies. But what exactly do GTAs get out of these programs? The School of Physics at Georgia Tech runs a preparation and mentoring program for GTAs that focuses on pedagogical knowledge, physics content, and professional development, as well as their intersections. Nearly seventy graduate students have gone through this program in the three years since it was established. Here we discuss the impact this program has had on our GTAs, from their own point of view: the program's effect on their teaching abilities, how it has influenced their attitudes towards teaching, what elements they have found useful, and what changes they have suggested to its curriculum. We find that, in general, GTAs are more receptive when the curriculum is more hands-on and they are presented with frequent opportunities for practice and feedback.

  17. Professional Development and TransLink[R]. Final Report.

    ERIC Educational Resources Information Center

    Kuhn, Beverly T.; Jasek, Deborah

    This report covers one segment of a larger professional development program for transportation professionals that addresses the need to develop a larger cadre of transportation professionals capable of designing, planning, managing, operating, and maintaining the transportation infrastructure nationwide. Three specific tasks were undertaken and…

  18. Using the SAI to Build a District Professional Development Plan

    ERIC Educational Resources Information Center

    Roy, Patricia

    2010-01-01

    Professional development that improves teaching and student learning meets research-based standards to ensure high-quality educator learning experiences. Since the quality of professional learning affects its results, many states, districts, and schools want to measure the effectiveness of their professional development to make targeted…

  19. Professional Development in Education: New Paradigms and Practices.

    ERIC Educational Resources Information Center

    Guskey, Thomas R., Ed.; Huberman, Michael, Ed.

    Professional development is a crucial component in nearly every modern proposal for educational improvement. This book contains a collection of essays by individuals well known for their work in the professional development of educators. Each essay is a systematic effort to illustrate the conceptual grounds from which each professional-development…

  20. Teacher Internships as Professional Development in Career & Technical Education

    ERIC Educational Resources Information Center

    Stephens, Geralyn E.

    2011-01-01

    The Carl D. Perkins Act of 2006 creates a need for secondary school administrators to plan differently for professional development activities for Career and Technical education (CTE) teachers. No longer can professional development activities be comprised of short-term workshops or conferences. The legislation calls for professional development…

  1. Codification and Validation of Professional Development Questionnaire of Teachers

    ERIC Educational Resources Information Center

    Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

    2016-01-01

    Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on…

  2. E-Learning: Teaching and Professional Development with the Internet.

    ERIC Educational Resources Information Center

    Lai, Kwok-Wing, Ed.

    This book presents a collection of papers for teachers and teacher educators who are interested in using information and communication technology (ICT) in their teaching or professional learning. The 10 chapters are: (1) "Professional Development: Too Little, Too Generic?" (Kwok-Wing Lai); (2) "Professional Development for ICT-Using Teachers"…

  3. Organisational development in general practice: lessons from practice and professional development plans (PPDPs)

    PubMed Central

    Elwyn, Glyn; Hocking, Paul

    2000-01-01

    Background Improving the quality and effectiveness of clinical practice is becoming a key task within all health services. Primary medical care, as organised in the UK is composed of clinicians who work in independent partnerships (general practices) that collaborate with other health care professionals. Although many practices have successfully introduced innovations, there are no organisational development structures in place that support the evolution of primary medical care towards integrated care processes. Providing incentives for attendance at passive educational events and promoting 'teamwork' without first identifying organisational priorities are interventions that have proved to be ineffective at changing clinical processes. A practice and professional development plan feasibility study was evaluated in Wales and provided the experiential basis for a summary of the lessons learnt on how best to guide organisational development systems for primary medical care. Results Practice and professional development plans are hybrids produced by the combination of ideas from management (the applied behavioural science of organisational development) and education (self-directed adult learning theories) and, in conceptual terms, address the lack of effectiveness of passive educational strategies by making interventions relevant to identified system wide needs. In the intervention, each practice participated in a series of multidisciplinary workshops (minimum 4) where the process outcome was the production of a practice development plan and a set of personal portfolios, and the final outcome was a realised organisational change. It was apparent during the project that organisational admission to a process of developmental planning needed to be a stepwise process, where initial interest can lead to a fuller understanding, which subsequently develops into motivation and ownership, sufficient to complete the exercise. The advantages of introducing expert external

  4. Armchair Aids to Better Teaching. Professional Development Directory, Part II.

    ERIC Educational Resources Information Center

    Learning, 1993

    1993-01-01

    Describes a variety of teacher-recommended books and videos to help educators sharpen their professional edge at home. Topics include classroom management, understanding students, professional development, changing the system, and curriculum (language arts, social studies, science, and math). (SM)

  5. Teachers' professional development experiences: Implications for teaching practice

    NASA Astrophysics Data System (ADS)

    Venturini, Gabriela N.

    The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in their practice long after the requirements of the professional development have been met. The six respondents that participated in the inquiry were physical science educators who were teaching in four different high schools in Central California. The guiding research question was stated as: How does participation in physical science professional development impact teachers' professional learning and ultimately their practice? Three sub-questions were also explored: In what ways does physical science professional development impact teachers' pedagogical content knowledge over time? In what ways does physical science professional development impact teachers' curriculum decision-making processes over time? In what ways does physical science professional development support a teacher's professional learning over time? Collective case study methodology was used in order to acquire multiple perspectives on the processes of teachers' professional learning and how professional development experiences have impacted this process. From four cross-case analyses of interviews, classroom observations, and documents, six themes emerged elucidating the process of professional learning. The process of professional learning is "driven" by a constant desire to learn resulting in the participation in professional development experiences where bits-n-pieces of curriculum are incorporated into the teachers' practice supported by relationships and reflection. The pressure to conform to education policy tempers the entire process of professional learning. Lastly, the process of professional learning has produced teachers as leaders. Each aspect of

  6. What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism.

    PubMed

    Armitage-Chan, E; Maddison, J; May, S A

    2016-03-26

    Professionalism and professional skills are increasingly being incorporated into veterinary curricula; however, lack of clarity in defining veterinary professionalism presents a potential challenge for directing course outcomes that are of benefit to the veterinary professional. An online continuing education course in veterinary professionalism was designed to address a deficit in postgraduate support in this area; as part of this course, delegates of varying practice backgrounds participated in online discussions reflecting on the implications of professional skills for their clinical practice. The discussions surrounding the role of the veterinary professional and reflecting on strengths and weaknesses in professional skills were analysed using narrative methodology, which provided an understanding of the defining skills and attributes of the veterinary professional, from the perspectives of those involved (i.e. how vets understood their own career identity). The veterinary surgeon was understood to be an interprofessional team member, who makes clinical decisions in the face of competing stakeholder needs and works in a complex environment comprising multiple and diverse challenges (stress, high emotions, financial issues, work-life balance). It was identified that strategies for accepting fallibility, and those necessary for establishing reasonable expectations of professional behaviour and clinical ability, are poorly developed. PMID:26857071

  7. Developing R&D portfolio business validity simulation model and system.

    PubMed

    Yeo, Hyun Jin; Im, Kwang Hyuk

    2015-01-01

    The R&D has been recognized as critical method to take competitiveness by not only companies but also nations with its value creation such as patent value and new product. Therefore, R&D has been a decision maker's burden in that it is hard to decide how much money to invest, how long time one should spend, and what technology to develop which means it accompanies resources such as budget, time, and manpower. Although there are diverse researches about R&D evaluation, business factors are not concerned enough because almost all previous studies are technology oriented evaluation with one R&D technology based. In that, we early proposed R&D business aspect evaluation model which consists of nine business model components. In this research, we develop a simulation model and system evaluating a company or industry's R&D portfolio with business model point of view and clarify default and control parameters to facilitate evaluator's business validity work in each evaluation module by integrate to one screen. PMID:25893209

  8. Developing R&D Portfolio Business Validity Simulation Model and System

    PubMed Central

    2015-01-01

    The R&D has been recognized as critical method to take competitiveness by not only companies but also nations with its value creation such as patent value and new product. Therefore, R&D has been a decision maker's burden in that it is hard to decide how much money to invest, how long time one should spend, and what technology to develop which means it accompanies resources such as budget, time, and manpower. Although there are diverse researches about R&D evaluation, business factors are not concerned enough because almost all previous studies are technology oriented evaluation with one R&D technology based. In that, we early proposed R&D business aspect evaluation model which consists of nine business model components. In this research, we develop a simulation model and system evaluating a company or industry's R&D portfolio with business model point of view and clarify default and control parameters to facilitate evaluator's business validity work in each evaluation module by integrate to one screen. PMID:25893209

  9. Data-Driven Professional Development: The Professional Development Plan for a Reading Excellence Act School

    ERIC Educational Resources Information Center

    Hayes, Latisha L.; Robnolt, Valerie J.

    2007-01-01

    The purpose of this article is to describe the professional development plan for an elementary school receiving federal funding through the Reading Excellence Act (REA). The Reading Excellence Act provided the school with a two-year plan for literacy improvement. During the first year of the grant, assessment-driven instruction and flexible…

  10. Using the Knowledge Loom: Ideas and Tools for Collaborative Professional Development. A Guidebook for Professional Development.

    ERIC Educational Resources Information Center

    Mather, Mary Anne

    This toolkit explains how to get started with a collaborative process of professional development that includes selecting best practices and identifying ways to put them into action. It is a companion to an online resource, "The Knowledge Loom: What Works in Teaching & Learning." The loom as a metaphor suggests a work in progress, a workspace…

  11. From Theory to Practice: Adult Instructional Methodologies. Quality Professional Development Project. Professional Development Manual III.

    ERIC Educational Resources Information Center

    Florida Community Coll., Jacksonville.

    This workbook, one of six professional development manuals for adult education (AE) teachers, explores instructional methodologies to promote student success, the theories behind them, and their applications in the self-paced, open-entry/open-exit AE classroom. The pretest and posttest appear first. Each of the seven units begins with a list of…

  12. Design of Online Teacher Professional Development in a Statewide Reading First Professional Development System

    ERIC Educational Resources Information Center

    Roskos, Kathleen; Jarosewich, Tania; Lenhart, Lisa; Collins, Linda

    2007-01-01

    This study examined the pedagogy of three online teacher professional development (oTPD) modules. Evidence of design features oriented to the "how people learn" framework was the primary research objective. An analytic framework was devised to code knowledge types, levels of cognitive demand, levels of interaction, and sensory details in the…

  13. Developing a Model for Continuous Professional Development by Action Research

    ERIC Educational Resources Information Center

    Herbert, Susan; Rainford, Marcia

    2014-01-01

    This paper presents a case study of the work of two teacher educators with an in-service science teacher. This case study forms one cycle of a larger action research study that will eventually lead to a model of how the third-space concept for teacher professional development can be realized in natural school settings. The case study took place in…

  14. Efficacy of Professional Development Schools in Developing Countries: Panama

    ERIC Educational Resources Information Center

    Brown, Gordon; Shaklee, Beverly

    2014-01-01

    This article attempts to describe the creation and implementation of the first Professional Development School (PDS) model of teacher education in Panama. The authors set the context within brief histories of international education and PDSs and provide operational definitions of the critical terminology. To be sure, the scope and scale of the…

  15. Developing a Discourse of the Postmodern Community Development Professional

    ERIC Educational Resources Information Center

    McArdle, Karen; Mansfield, Sue

    2013-01-01

    This article seeks to promote the generation of a discourse of the postmodern community work professional. A shared discourse will lead, we propose to shared capital. We argue that there is a tension between the modern and postmodern for those of us engaged in the profession of community learning and development (CL&D). We need to value…

  16. Portfolio Management

    NASA Technical Reports Server (NTRS)

    Duncan, Sharon L.

    2011-01-01

    Enterprise Business Information Services Division (EBIS) supports the Laboratory and its functions through the implementation and support of business information systems on behalf of its business community. EBIS Five Strategic Focus Areas: (1) Improve project estimating, planning and delivery capability (2) Improve maintainability and sustainability of EBIS Application Portfolio (3) Leap forward in IT Leadership (4) Comprehensive Talent Management (5) Continuous IT Security Program. Portfolio Management is a strategy in which software applications are managed as assets

  17. Risk assessment methodology applied to counter IED research & development portfolio prioritization

    SciTech Connect

    Shevitz, Daniel W; O' Brien, David A; Zerkle, David K; Key, Brian P; Chavez, Gregory M

    2009-01-01

    In an effort to protect the United States from the ever increasing threat of domestic terrorism, the Department of Homeland Security, Science and Technology Directorate (DHS S&T), has significantly increased research activities to counter the terrorist use of explosives. More over, DHS S&T has established a robust Counter-Improvised Explosive Device (C-IED) Program to Deter, Predict, Detect, Defeat, and Mitigate this imminent threat to the Homeland. The DHS S&T portfolio is complicated and changing. In order to provide the ''best answer'' for the available resources, DHS S&T would like some ''risk based'' process for making funding decisions. There is a definite need for a methodology to compare very different types of technologies on a common basis. A methodology was developed that allows users to evaluate a new ''quad chart'' and rank it, compared to all other quad charts across S&T divisions. It couples a logic model with an evidential reasoning model using an Excel spreadsheet containing weights of the subjective merits of different technologies. The methodology produces an Excel spreadsheet containing the aggregate rankings of the different technologies. It uses Extensible Logic Modeling (ELM) for logic models combined with LANL software called INFTree for evidential reasoning.

  18. The Taxonomy of Professionalism: Reframing the Academic Pursuit of Professional Development

    PubMed Central

    Ferrill, Mary J.

    2009-01-01

    Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character. PMID:19657501

  19. Electricity Portfolio Simulation Model

    Energy Science and Technology Software Center (ESTSC)

    2005-09-01

    Stakeholders often have competing interests when selecting or planning new power plants. The purpose of developing this preliminary Electricity Portfolio Simulation Model (EPSim) is to provide a first cut, dynamic methodology and approach to this problem, that can subsequently be refined and validated, that may help energy planners, policy makers, and energy students better understand the tradeoffs associated with competing electricity portfolios. EPSim allows the user to explore competing electricity portfolios annually from 2002 tomore » 2025 in terms of five different criteria: cost, environmental impacts, energy dependence, health and safety, and sustainability. Four additional criteria (infrastructure vulnerability, service limitations, policy needs and science and technology needs) may be added in future versions of the model. Using an analytic hierarchy process (AHP) approach, users or groups of users apply weights to each of the criteria. The default energy assumptions of the model mimic Department of Energy’s (DOE) electricity portfolio to 2025 (EIA, 2005). At any time, the user can compare alternative portfolios to this reference case portfolio.« less

  20. A Discriminant Analysis of Gender and Counselor Professional Identity Development

    ERIC Educational Resources Information Center

    Healey, Amanda C.; Hays, Danica G.

    2012-01-01

    This quantitative study examined professional identity development and orientation for 489 counseling practitioners, educators, and trainees as predicted by participant-identified sex and engagement in professional activities. Differences between male and female participants regarding aspects of professional identity were evaluated. Discriminant…

  1. Teachers' Professional Development Experiences: Implications for Teaching Practice

    ERIC Educational Resources Information Center

    Vail, Teresa M.

    2011-01-01

    The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in…

  2. Development of Professional Identity through Socialization in Graduate School

    ERIC Educational Resources Information Center

    Liddell, Debora L.; Wilson, Maureen E.; Pasquesi, Kira; Hirschy, Amy S.; Boyle, Kathleen M.

    2014-01-01

    Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new professionals in student affairs. Via survey, we found significant relationships between program qualities, standards, activities, and…

  3. Professional Development. New Opportunities for Partnering, CAUSE94. Track VII.

    ERIC Educational Resources Information Center

    CAUSE, Boulder, CO.

    Eight papers are presented from the 1994 CAUSE conference track on professional development for information professionals in higher education institutions. The papers include: (1) "New Opportunities in Training for Information Systems Professionals," which discusses staff training at Miami-Dade Community College (Florida) (Desiree Abohasen and…

  4. Interdisciplinary Professional Development Needs of Cooperative Extension Field Educators

    ERIC Educational Resources Information Center

    Sondgerath, Travis

    2016-01-01

    The study discussed in this article sought to identify cross-program professional development needs of county-based Extension professionals (field educators). The study instrument was completed by 105 county-based Extension professionals. Interdisciplinary topics, such as program evaluation and volunteer management, were identified as subjects of…

  5. Multiple Perspective: When Child Development Professionals Raise Twins

    ERIC Educational Resources Information Center

    Stark, Deborah Roderick; Harden, Brenda Jones; Chazan-Cohen, Rachel; Cohen, Daniel J.; Rice, Kathleen Fitzgerald

    2006-01-01

    Do child development professionals have expectations about what it will be like to parent twins based on their professional experiences? Does their professional knowledge influence their approach to caregiving? And do their personal experiences as parents of twins change their research interests or how they work with children and families? To…

  6. Growing on the Job: Professional Development for the School Librarian.

    ERIC Educational Resources Information Center

    Boardman, Edna M.

    This guide presents a series of articles which give pointers, hints, and examples of day-to-day development activities school librarians can use to hone their professionalism. The first of five sections describes ways in which librarians can provide professional service and lists some markers of professionalism. The second section presents one…

  7. Continuous Professional Development along the Continuum of Lifelong Learning.

    ERIC Educational Resources Information Center

    Ryan, Jane

    2003-01-01

    Of 300 surveyed, responses from 94 nurses, 38 occupational therapists, and 50 physical therapists indicated that professional knowledge was a prime motivation for continuing professional development, followed by updating qualifications, increasing the status of the profession, and demonstrating professional competence. No differences were observed…

  8. Experiential Learning for Teacher Professional Development at Historic Sites

    ERIC Educational Resources Information Center

    Blair, Denice J.

    2016-01-01

    Historic sites provide a variety of professional development (PD) programs for classroom teachers. Little is known, however, about the pedagogical approaches used by historic site professionals in educating their teacher audiences. Using data from PD websites and questionnaires completed by historic site professionals, two studies examine the…

  9. Professional Development in the International Year of Astronomy: Expanding the Universe in the Classroom

    NASA Astrophysics Data System (ADS)

    Reinfeld, Erika L.; Harman, P.; Lee, M. H.; Bailey, J. M.

    2008-05-01

    The International Year of Astronomy offers unparalleled opportunity to expand our audiences’ understanding about the universe. However, many learners, students and adults alike, are unfamiliar with the universe beyond the solar system. This collaborative workshop explores strategies for teacher professional development around the origin and evolution of the universe, using the resources of the Beyond the Solar System Professional Development Project as a guide. The Beyond the Solar System (BtSS) Professional Development Project is a NASA-supported initiative from the Harvard-Smithsonian Center for Astrophysics (CfA) designed to foster public understanding of NASA's exciting astronomy and space science research. The BtSS portfolio includes video resources, assessment tools, data about common student ideas, content presentations, online telescope investigations, and other classroom activities designed to deepen content knowledge and improve the quality of teaching and learning about current scientific models and evidence for the origin and evolution of our universe of galaxies. During this session, members of the BtSS Leadership Team from around the country will share their experience using these resources in educator workshops and teacher-training courses, and facilitate discussions among workshop participants about how these materials and pedagogical strategies can be used in their own professional development efforts during the International Year of Astronomy. EPO specialists and scientists will engage in focused exploration of the project's DVD--"Expanding the Universe in the Classroom"--in order make explicit connections between the themes of the International Year of Astronomy and their own work. The goals of this workshop are to equip professional development providers to support IYA education efforts in classrooms, afterschool programs, and informal education venues and to raise awareness about the opportunities for continuing Galileo's legacy of discovery

  10. Professional Development for Teachers of English Language Learners: Discursive Norms, Learning Processes, and Professional Communities

    ERIC Educational Resources Information Center

    Molle, Daniella

    2010-01-01

    The lack of empirical scholarship on professional development initiatives for teachers of English language learners (ELLs) in US schools has been repeatedly documented in educational research. The present dissertation project examines a professional development course specifically designed for K-12 teachers of ELLs. The course aims to foster the…

  11. Policy, Professionalism, Professionality and the Development of HR Practitioners in the UK

    ERIC Educational Resources Information Center

    Bailey, Moira

    2011-01-01

    Purpose: The aim of this paper is to explore the role of relevant policies in the professional development of HR practitioners in the UK. Design/methodology/approach: A review of literature was carried out on the subject of the role of relevant policies in the professional development of HR practitioners in the UK. In doing so, the issues of…

  12. Professionalization, Partnership, and Power: Building Professional Development Schools. SUNY Series, Frontiers in Education.

    ERIC Educational Resources Information Center

    Petrie, Hugh G., Ed.

    This volume presents a variety of different implementations of the professional development school concept of teacher education in the following 17 author-contributed chapters: "School-University Partnerships and Partner Schools" (John Goodlad); "Design Principles and Criteria for Professional Development Schools" (Frank Murray); "The Professional…

  13. Continuing professional development and ICT: target practice.

    PubMed

    Eaton, K A; Reynolds, P A

    2008-07-26

    Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly. PMID:18660775

  14. Professional Identity Development Theory and Doctoral Education

    ERIC Educational Resources Information Center

    Colbeck, Carol L.

    2008-01-01

    Students learn their chosen profession's abstract body of professional knowledge and its associated skills during lengthy degree programs and apprenticeships. In the process, each student is crafting a sense of identity as a particular type of professional. The period of doctoral preparation is particularly important because although identity is…

  15. Adopting a Reflective Approach to Professional Development

    ERIC Educational Resources Information Center

    Sarsar, Nasreddine Mohamed

    2008-01-01

    The bulk of literature about education places enhancing teacher professionalism at the core of any educational improvement. In fact, researchers in the field of education have premised their arguments on the assumption that raising students' levels of performance necessitates promoting the professional growth of teachers. It is no wonder, then,…

  16. One School's Adventure into Portfolio Assessment.

    ERIC Educational Resources Information Center

    Lamme, Linda Leonard; Hysmith, Cecilia

    1991-01-01

    Reviews background information about portfolio assessment. Describes the experiences of the faculty in one school with a schoolwide portfolio assessment system. Shares struggles and solutions which may be valuable to others seeking to develop alternative assessment programs. (MG)

  17. Professional Development for Preschool Teachers: Evidence for Practice

    ERIC Educational Resources Information Center

    Varol, Filiz; Farran, Dale C.; Bilbrey, Carol; Vorhaus, Elizabeth A.; Hofer, Kerry Guess

    2012-01-01

    The Technology Enhanced, Research Based Instruction, Assessment, and Professional Development (TRIAD) was developed by Clements and Sarama (2009) in order to support low-income children's mathematical development in the preschool years through professional development for preschool teachers in mathematics. TRIAD includes a classroom component…

  18. Smart Portfolios for Teachers in Training.

    ERIC Educational Resources Information Center

    Wilcox, Bonita L.

    1996-01-01

    Argues that a portfolio process that encourages teachers in training to practice strategies that result in thoughtfulness will help them avoid entrenchment, and can facilitate and demonstrate professional growth. Describes how to organize and use such portfolios, showing how they contain evidence of thoughtful teaching and learning and make…

  19. Incorporating Geospatial Technology into Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Sproles, E. A.; Songer, L.

    2009-12-01

    The need for students to think spatially and use geospatial technologies is becoming more critical as these tools and concepts are increasingly incorporated into a broad range of occupations and academic disciplines. Geospatial Teaching Across the Curriculum (Geo-STAC) is a collaborative program that provides high school teachers with mentored professional development workshops in geospatial thought and technology. The seminars, led by community college faculty, give high school teachers the ability to incorporate geospatial technology into coursework across the curriculum — in Science, Technology, Engineering, and Math (STEM) and non-STEM disciplines. Students participating in the hands-on lessons gain experience in web-based and desktop Geographic Information Systems (GIS). The goals of the workshop are for teachers to: (1) understand the importance of geospatial thinking; (2) learn how to employ geospatial thinking in each discipline; (3) learn about geospatial technologies; (4) develop a Web-based GIS lesson; and, (5) implement a Web-based GIS lesson. Additionally, Geo-STAC works with high school students so that they: (1) understand the importance of geospatial technologies and careers in future job markets; (2) learn how to use Web-based GIS to solve problems; and, (3) visit the community college GIS lab and experience using desktop GIS. Geo-STAC actively disseminates this collaborative model to colleges to community colleges and high schools across the country.

  20. An Electronic Portfolio to Support Learning

    ERIC Educational Resources Information Center

    Wade, Anne; Abrami, Philip C.; Sclater, Jennifer

    2005-01-01

    In this paper, we provide a description of a CSLP research project that looked at portfolio use within a middle school, the web-based e-portfolio software we have developed within the context of the Quebec educational system, our plans for further development of the tool, and our research plans related to the use of portfolios to support learning.…

  1. Factors Influencing the Successful Introduction of Portfolios

    ERIC Educational Resources Information Center

    Van Tartwijk, Jan; Driessen, Erik; Van Der Vleuten, Cees; Stokking, Karel

    2007-01-01

    Factors influencing the successful introduction of portfolios are described. A portfolio is a purposeful collection of all kinds of documents and other artefacts that together give an impression of how tasks were fulfilled and how competence has developed. A portfolio can also contain reflections and plans for future development. Although…

  2. Switching portfolios.

    PubMed

    Singer, Y

    1997-08-01

    A constant rebalanced portfolio is an asset allocation algorithm which keeps the same distribution of wealth among a set of assets along a period of time. Recently, there has been work on on-line portfolio selection algorithms which are competitive with the best constant rebalanced portfolio determined in hindsight (Cover, 1991; Helmbold et al., 1996; Cover and Ordentlich, 1996). By their nature, these algorithms employ the assumption that high returns can be achieved using a fixed asset allocation strategy. However, stock markets are far from being stationary and in many cases the wealth achieved by a constant rebalanced portfolio is much smaller than the wealth achieved by an ad hoc investment strategy that adapts to changes in the market. In this paper we present an efficient portfolio selection algorithm that is able to track a changing market. We also describe a simple extension of the algorithm for the case of a general transaction cost, including the transactions cost models recently investigated in (Blum and Kalai, 1997). We provide a simple analysis of the competitiveness of the algorithm and check its performance on real stock data from the New York Stock Exchange accumulated during a 22-year period. On this data, our algorithm outperforms all the algorithms referenced above, with and without transaction costs. PMID:9730020

  3. The Impact of E-Portfolio Development on the Employability of Adults Aged 45 and over

    ERIC Educational Resources Information Center

    Stevens, Hilary

    2008-01-01

    Purpose: The purpose of this paper is to present the findings of an evaluative case study that used an electronic portfolio to enhance the employability of older adults. The evaluation sought to identify programme effects and highlight the factors that were instrumental in generating them. Design/methodology/approach: Qualitative inquiry methods…

  4. Warts and All: Using Student Portfolio Outcomes to Facilitate a Faculty Development Workshop

    ERIC Educational Resources Information Center

    Andrade, Glenna

    2007-01-01

    In 2004, the Department of Writing Studies at Roger Williams University in Bristol, Rhode Island, the U.S., began an assessment of student outcomes for two first-year writing courses (Fall 04 to Fall 05) to evaluate performance on previously established criteria. A study of the students' Portfolio Assessment Sheets concluded that one pervasive…

  5. Developing a Pathway for an Institution Wide ePortfolio Program

    ERIC Educational Resources Information Center

    Posey, Laurie; Plack, Margaret M.; Snyder, Robert

    2015-01-01

    A grassroots committee of faculty and administrators from eight academic and student service units at the George Washington University used a five-phase process to identify the ePortfolio needs of its diverse community; select appropriate technologies to support the breadth of functions required; perform usability studies; pilot test the platform;…

  6. Digital Video/Multimedia Portfolios as a Tool To Develop Reflective Teacher Candidates.

    ERIC Educational Resources Information Center

    Spurgeon, Sheila; Bowen, James L.

    This research examined the effects of a process of digital video editing used to create multimedia portfolio has on the quality of teacher candidates' critical reflections. The target population was Northwestern Oklahoma State University teacher candidates. Subjects were 22 student teachers in the fall 2001. Subjects were randomly assigned to one…

  7. Portfolio Assessment as a Method of Enhancing Preschool Reading Development and Teacher Instruction

    ERIC Educational Resources Information Center

    Esliker, Regina

    2010-01-01

    Technological advances offer new ways and approaches to teaching and learning and have affected traditional methods of instruction and student assessment. Portfolio assessment is one way to document a student's progress over time and has been the subject of considerable research. This mixed method study explored the extent to which portfolio…

  8. A Mixed-Methods Analysis in Assessing Students' Professional Development by Applying an Assessment for Learning Approach.

    PubMed

    Peeters, Michael J; Vaidya, Varun A

    2016-06-25

    Objective. To describe an approach for assessing the Accreditation Council for Pharmacy Education's (ACPE) doctor of pharmacy (PharmD) Standard 4.4, which focuses on students' professional development. Methods. This investigation used mixed methods with triangulation of qualitative and quantitative data to assess professional development. Qualitative data came from an electronic developmental portfolio of professionalism and ethics, completed by PharmD students during their didactic studies. Quantitative confirmation came from the Defining Issues Test (DIT)-an assessment of pharmacists' professional development. Results. Qualitatively, students' development reflections described growth through this course series. Quantitatively, the 2015 PharmD class's DIT N2-scores illustrated positive development overall; the lower 50% had a large initial improvement compared to the upper 50%. Subsequently, the 2016 PharmD class confirmed these average initial improvements of students and also showed further substantial development among students thereafter. Conclusion. Applying an assessment for learning approach, triangulation of qualitative and quantitative assessments confirmed that PharmD students developed professionally during this course series. PMID:27402980

  9. A Mixed-Methods Analysis in Assessing Students’ Professional Development by Applying an Assessment for Learning Approach

    PubMed Central

    Vaidya, Varun A.

    2016-01-01

    Objective. To describe an approach for assessing the Accreditation Council for Pharmacy Education’s (ACPE) doctor of pharmacy (PharmD) Standard 4.4, which focuses on students’ professional development. Methods. This investigation used mixed methods with triangulation of qualitative and quantitative data to assess professional development. Qualitative data came from an electronic developmental portfolio of professionalism and ethics, completed by PharmD students during their didactic studies. Quantitative confirmation came from the Defining Issues Test (DIT)—an assessment of pharmacists’ professional development. Results. Qualitatively, students’ development reflections described growth through this course series. Quantitatively, the 2015 PharmD class’s DIT N2-scores illustrated positive development overall; the lower 50% had a large initial improvement compared to the upper 50%. Subsequently, the 2016 PharmD class confirmed these average initial improvements of students and also showed further substantial development among students thereafter. Conclusion. Applying an assessment for learning approach, triangulation of qualitative and quantitative assessments confirmed that PharmD students developed professionally during this course series. PMID:27402980

  10. An analysis of zoo and aquarium provided teacher professional development

    NASA Astrophysics Data System (ADS)

    Kubarek-Sandor, Joy

    Informal science institutions are a significant provider of science teacher professional development. As pressure continues to critically analyze the work of teachers and their effectiveness in the classroom, it is important to understand how informal science institutions contribute to effective change in teacher science content knowledge and pedagogy. This research study analyzed zoo and aquarium provided teacher professional development to respond to the research questions: How do zoos and aquaria determine and assess their goals for teacher professional development? How do these goals align with effective teacher change for science content knowledge and pedagogy? Theoretical frameworks for high quality teacher professional development, effective evaluation of teacher professional development, and learning in informal science settings guided the research. The sample for the study was AZA accredited zoos and aquariums providing teacher professional development (N=107). Data collection consisted of an online questionnaire, follow-up interviews, and content analysis of teacher professional development artifacts. Analysis revealed that by and large zoos and aquariums are lacking in their provision of science teacher professional development. Most professional development focuses on content or resources, neglecting pedagogy. Assessments mismatch the goals and rely heavily on self-report and satisfaction measures. The results demonstrate a marked difference between those zoos and aquariums that are larger in capacity versus those that are medium to small in size. This may be an area of research for the future, as well as analyzing the education resources produced by zoos and aquariums as these were emphasized heavily as a way they serve teachers.

  11. Assessing Pre-Service Candidates' Web-Based Electronic Portfolios.

    ERIC Educational Resources Information Center

    Lamson, Sharon; Thomas, Kelli R.; Aldrich, Jennifer; King, Andy

    This paper describes processes undertaken by Central Missouri State University's Department of Curriculum and Instruction to prepare teacher candidates to create Web-based professional portfolios, Central's expectations for content coverage within the electronic portfolios, and evaluation procedures. It also presents data on portfolio construction…

  12. No to mandatory continuing medical education, Yes to mandatory practice auditing and professional educational development

    PubMed Central

    Donen, N

    1998-01-01

    The issue of mandatory continuing medical education (CME) is controversial. Traditional measures mandate only attendance, not learning, and have no measurable performance end points. There is no evidence that current approaches to CME, mandatory or voluntary, produce sustainable changes in physician practices or application of current knowledge. Ongoing educational development is an important value in a professional, and there is an ethical obligation to keep up to date. Mandating self-audit of the effect of individual learning on physician's practices and evaluation by the licensing authority are effective ways of ensuring the public are protected. The author recommends the use of a personal portfolio to document sources of learning, the effect of learning and the auditing of their applications on practice patterns and patient outcomes. A series of principles are proposed to govern its application. PMID:9580734

  13. Forming the Professional Self: Bildung and the Ontological Perspective on Professional Education and Development

    ERIC Educational Resources Information Center

    Fellenz, Martin R.

    2016-01-01

    Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner's being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for…

  14. A Practice-Based Theory of Professional Education: Teach For America's Professional Development Model

    ERIC Educational Resources Information Center

    Gabriel, Rachael

    2011-01-01

    In 1999, Ball and Cohen proposed a practice-based theory of professional education, which would end inadequate professional development efforts with a more comprehensive approach. Their work has been referenced over the past decade, yet there have been limited attempts to actualize their ideals and research their implications. In this article, I…

  15. Understanding Mathematics Teachers' Beliefs about Professional Learning Communities and Professional Development

    ERIC Educational Resources Information Center

    Garner, Arthur L., Jr.

    2011-01-01

    This ethnographic study utilized the theoretical frameworks of constructivism, cognitivism, and socio-cultural theories to examine how professional learning communities influenced the professional development of mathematics teacher knowledge and student achievement. This study sought to comprehend and interpret the behaviors, beliefs and values of…

  16. Program Evaluation Competencies of Extension Professionals: Implications for Continuing Professional Development

    ERIC Educational Resources Information Center

    McClure, Megan M.; Fuhrman, Nicholas E.; Morgan, A. Christian

    2012-01-01

    As states face tough economic times, extension organizations are increasingly emphasizing the importance of evaluation data to show program value. However, little is known about the evaluation skills and abilities of extension professionals expected to collect such data. This knowledge would help inform professional development opportunities…

  17. Teacher Quality, Professionalism and Professional Development: Findings from a European Project

    ERIC Educational Resources Information Center

    Hilton, Gillian; Flores, Maria Assunção; Niklasson, Laila

    2013-01-01

    This paper presents and discusses findings from a European project concerning strengthening the teacher's voice in defining professional quality. In the project tools were developed and evaluated to help teachers reflect on their professional quality. Twelve countries participated and twelve tools were tested with help of student teachers,…

  18. Professional Development within the Division of Student Affairs.

    ERIC Educational Resources Information Center

    Hall, Charles W. L.

    This paper reviews the foundations, trends, and issues in the professional development of student personnel workers and the potential impact of that development on the Division of Student Affairs. The history of professional development arising from the application of management techniques to school systems, and for faculty and administrator…

  19. Critical Friends Group for EFL Teacher Professional Development

    ERIC Educational Resources Information Center

    Vo, Long Thanh; Nguyen, Hoa Thi Mai

    2010-01-01

    For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do…

  20. Alvin Community College Administrative and Professional Staff Development Plan.

    ERIC Educational Resources Information Center

    Lewis, Troy

    The document presents a point-based administrative/professional staff development plan developed by Alvin Community College (Texas). A list of activities and their respective point values are utilized by administrators to document professional growth and development, with a thirty-point minimum per year necessary for advancement to the next…

  1. Using Evaluation to Ensure Quality Professional Development in Rural Schools

    ERIC Educational Resources Information Center

    Mitchem, Katherine; Wells, Deborah; Wells, John

    2003-01-01

    Professional development practices implemented in rural school systems have often led nowhere. These practices seem to produce adult learning activities with few results other than participants' mounting frustration and another innovation left by the wayside. To encourage the development of productive professional development, many studies are…

  2. Professional Development Design: Embedding Educational Reform in New Zealand

    ERIC Educational Resources Information Center

    Starkey, Louise; Yates, Anne; Meyer, Luanna H.; Hall, Cedric; Taylor, Mike; Stevens, Susan; Toia, Rawiri

    2009-01-01

    Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform.…

  3. Classroom Effects of an Early Childhood Educator Professional Development Partnership

    ERIC Educational Resources Information Center

    Algozzine, Bob; Babb, Julie; Algozzine, Kate; Mraz, Maryann; Kissel, Brian; Spano, Sedra; Foxworth, Kimberly

    2011-01-01

    We evaluated an Early Childhood Educator Professional Development (ECEPD) project that provided high-quality, sustained, and intensive professional development designed to support developmentally appropriate instruction for preschool-age children based on the best available research on early childhood pedagogy, child development, and preschool…

  4. Continuing Professional Development for LEA Staff. FEU Bulletin No. 1.

    ERIC Educational Resources Information Center

    Further Education Unit, London (England).

    Objectives of the ongoing Continuing Professional Development for Local Education Authority (LEA) project in the United Kingdom are to enhance the skills of LEA staff by defining the future education curriculum, exploring definitions of quality, developing a program of continuing professional development (CPD) for curriculum managers at the LEA…

  5. Establishing Professional Development Partnerships Online: Reaching Out to Veteran Teachers

    ERIC Educational Resources Information Center

    Atkinson, Terry S.; O'Connor, Katherine A.

    2007-01-01

    This article describes a study on the module-based online professional development project. The professional development model providing a basis for the Reading CEU (continuing education unit) Module Project involved four groups of stakeholders: master teacher instructors, module participants, module developers, and the university support team.…

  6. From Youth Worker Professional Development to Organizational Change

    ERIC Educational Resources Information Center

    Rana, Sheetal; Baumgardner, Briana; Germanic, Ofir; Graff, Randy; Korum, Kathy; Mueller, Megan; Randall, Steve; Simmons, Tim; Stokes, Gina; Xiong, Will; Peterson, Karen Kolb

    2013-01-01

    An ongoing, innovative youth worker professional development is described in this article. This initiative began as youth worker professional development and then transcended to personal and organizational development. It grew from a moral response of Saint Paul Parks and Recreation staff and two faculty members of Youth Studies, University of…

  7. Creating Professional Development School Partnerships. A Resource Guide.

    ERIC Educational Resources Information Center

    Teitel, Lee; Del Prete, Tom

    This three-part guide presents information and recommendations from the Massachusetts Professional Development School Network Steering Committee on how to develop a professional development school (PDS) partnership. Part 1 defines the PDS concept, presents a brief background account of its evolution, and discusses its potential for simultaneously…

  8. Professional Development for Literacy Teaching: The Evidence from Effective Teachers.

    ERIC Educational Resources Information Center

    Wray, David; Medwell, Jane

    2000-01-01

    Investigated the professional development experiences of effective literacy teachers, highlighting what they knew and understood about literacy teaching and examining professional development experiences contributing to their effectiveness. Effective teachers had opportunities, beyond those provided in school, to extend and develop their knowledge…

  9. Building On-Line Community for Professional Development.

    ERIC Educational Resources Information Center

    Stuckey, Bronwyn; Hedberg, John; Lockyer, Lori

    This paper describes the early phases of an examination of the role played by Internet-based teacher professional development for K-12 teachers in the implementation of an innovation. The cases developed describe the effect of this professional development intervention on the teacher implementation of the knowledge construction tools in the…

  10. Teachers' Perceptions of the Effectiveness of Professional Development

    ERIC Educational Resources Information Center

    Sanders, Deborah

    2014-01-01

    Professional development is a recognized approach to improving the quality of instruction in schools. The goal of professional development is to increase teachers' knowledge and improve their practices, which lead to enhanced student learning. The problem with providing staff development is the high cost incurred by presenters' fees, and…

  11. Conceptualizing the Work of Leading Mathematical Tasks in Professional Development

    ERIC Educational Resources Information Center

    Elliott, Rebekah; Kazemi, Elham; Lesseig, Kristin; Mumme, Judith; Carroll, Cathy; Kelley-Petersen, Megan

    2009-01-01

    Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based…

  12. Technology Integration for Instructional Improvement: The Impact of Professional Development

    ERIC Educational Resources Information Center

    Potter, Stephanie L.; Rockinson-Szapkiw, Amanda J.

    2012-01-01

    Technology purchased for use in the classroom often goes unused. We identify a primary reason for the lack of technology integration as ineffectively developed professional development opportunities for teachers. Then we recommend a sustained, administrative-supported and mentor-supported approach to professional development as an alternative to…

  13. Assessing NASE Professional Development in Astronomy Workshops

    NASA Astrophysics Data System (ADS)

    Deustua, Susana E.; Garcia, Beatriz; Ros, Rosa M.

    2016-01-01

    Since 2009, the Network for Astronomy School Education (NASE) has held 55+ workshops in countries in Asia, Africa, Europe and Latin America, training more than 1200 teachers and potentially reaching one million or more students. Like most modern professional development programs, NASE's emphasis is on interactive, hands-on learning. However, our emphasis is on "low-tech" tools that are readily available, and, inexpensive. Teachers are led through a series of activities that cover a wide range of topics in astronomy, more or less equivalent to that covered in the typical 1st year astronomy course in US colleges.In 2014 we adopted the Astronomy Diagnostic Test as pre- and post- workshop tests to gauge the change in teachers' knowledge as a result of participation in this intervention. We chose the ADT because it is a reliable and validated instrument and is available in Spanish. In this paper we discuss our results using the Astronomy Diagnostic Test 2.0 in several countries.

  14. Mediating Artifact in Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Svendsen, Bodil

    2015-07-01

    This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers' perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts. The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning.

  15. Teaching matters-academic professional development in the early 21st century.

    PubMed

    Fahnert, Beatrix

    2015-10-01

    Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages. PMID:26347300

  16. Technology for Online Portfolio Assessment Programs

    ERIC Educational Resources Information Center

    Ferrara, Victoria M.

    2010-01-01

    Portfolio assessment is a valid and reliable method to assess experiential learning. Developing a fully online portfolio assessment program is neither easy nor inexpensive. The institution seeking to take its portfolio assessment program online must make a commitment to its students by offering the technologies most suited to meet students' needs.…

  17. Assessment Portfolios as Opportunities for Teacher Learning

    ERIC Educational Resources Information Center

    Gearhart, Maryl; Osmundson, Ellen

    2009-01-01

    This article is an analysis of the role of assessment portfolios in teacher learning. Over 18 months, 23 science teachers developed, implemented, and evaluated assessments to track student learning, supported by portfolio tasks and resources, grade-level colleagues, and team facilitators. Evidence of teacher learning included (a) portfolios of a…

  18. Issues and Challenges in Financing Professional Development in Education.

    ERIC Educational Resources Information Center

    Cohen, Carol E.

    In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report reflects and summarizes what the Finance Project learned during the planning year about both traditional systems of professional development and reform efforts and how they are financed, focusing on…

  19. Cost Framework for Teacher Preparation and Professional Development.

    ERIC Educational Resources Information Center

    Rice, Jennifer King

    In 2000, the Finance Project received a planning grant to launch a new initiative on financing professional development in education. This report contributes to the understanding of resources required to successfully implement, replicate, or scale up professional development initiatives. The first section examines what preservice and inservice…

  20. Effectiveness of Professional Development Policies Based on Teachers' Subjective Evaluation

    ERIC Educational Resources Information Center

    Zhang, Donghai

    2010-01-01

    The results of a questionnaire-based investigation carried out across China regarding teachers' professional development were used to create an extensive database. Chinese teachers' subjective evaluation of a number of professional development policies was statistically analyzed. From their ratings, it is shown that in schools across China,…

  1. Professional Identity Development: A Review of the Higher Education Literature

    ERIC Educational Resources Information Center

    Trede, Franziska; Macklin, Rob; Bridges, Donna

    2012-01-01

    This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however,…

  2. Professional Development within Collaborative Teacher Study Groups: Pitfalls and Promises

    ERIC Educational Resources Information Center

    Stanley, Ann Marie

    2011-01-01

    Teacher study groups are often thought to be effective professional development structures. Such teacher communities may foster teacher learning through a collaborative culture and the codification of group members' collective knowledge. However, not all study groups are effective professional development. This article is a discussion of factors…

  3. Reforming Professional Development: Focusing on Teachers' Practices

    ERIC Educational Resources Information Center

    Leach, Laura M.

    2012-01-01

    The purpose of this position paper was to study professional development, specifically looking at teachers' practices. After problems with a recent charter renewal for a small charter school and conversations with teachers and administration, professional development arose as an area that needed improvement. A model for professional…

  4. Professional Development and Teacher Impacts: The NSF GK-12 Experience

    ERIC Educational Resources Information Center

    Camasta, Susan Fullett

    2012-01-01

    Professional development is a central piece in the continuing education of teachers. The purpose of this study was to examine professional development for teachers, in particular, the impact of one program that has the potential to positively influence educators as their careers evolve. Twenty-seven teachers who served as participants in the…

  5. Teachers and ICT: Exploring a Metacognitive Approach to Professional Development

    ERIC Educational Resources Information Center

    Phelps, Renata; Graham, Anne; Kerr, Berenice

    2004-01-01

    Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development described in this paper is a response to the limitations of directive approaches to ICT learning within a…

  6. Professional Development for Principals in the Accountability Era

    ERIC Educational Resources Information Center

    Nicholson, Barbara; Harris-John, Mary; Schimmel, Christine J.

    2005-01-01

    What is the state of the art and science with regard to professional development for principals? What is the status of principal professional development in the four-state region of Kentucky, Tennessee, Virginia, and West Virginia? This policy paper attempts to answer these two questions through a review of the literature, seven interviews, and a…

  7. Work-Based Learning and Continuing Professional Development

    ERIC Educational Resources Information Center

    Sobiechowska, Paula; Maisch, Maire

    2007-01-01

    Purpose: The purpose of this paper is to provide an evaluation of the key features of a work-based, competency-led curriculum model of continuing professional development for social workers and to present a revised model, which addresses the issues that arise for learners pursuing continuing professional and academic development (CPD) within a…

  8. School Board Member Professional Development and Effects on Student Achievement

    ERIC Educational Resources Information Center

    Roberts, Kerry L.; Sampson, Pauline M.

    2011-01-01

    Purpose: The purpose of this paper is to focus on the issue of professional development education for school board members. The research question that guides this mixed study is: does school board member professional development have an effect on student achievement? Design/methodology/approach: The standardized protocol for this study was to send…

  9. Putting the PLE into PLD: Virtual Professional Learning and Development

    ERIC Educational Resources Information Center

    Owen, Hazel

    2014-01-01

    The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD) program that was instigated in…

  10. The Arctic Climate Modeling Program: Professional Development for Rural Teachers

    ERIC Educational Resources Information Center

    Bertram, Kathryn Berry

    2010-01-01

    The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in Arctic research. Due to challenges in making professional development accessible to rural teachers, ACMP…

  11. Relational Restorative Justice Pedagogy in Educator Professional Development

    ERIC Educational Resources Information Center

    Vaandering, Dorothy

    2014-01-01

    What would a professional development experience rooted in the philosophy, principles, and practices of restorative justice look and feel like? This article describes how such a professional development project was designed to implement restorative justice principles and practices into schools in a proactive, relational and sustainable manner by…

  12. Factors Driving Learner Success in Online Professional Development

    ERIC Educational Resources Information Center

    Vu, Phu; Cao, Vien; Vu, Lan; Cepero, Jude

    2014-01-01

    This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners' activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online…

  13. Teacher Study Groups: Toward a Model of Differentiated Professional Development

    ERIC Educational Resources Information Center

    Fox-Mallory, Michelle Elizabeth

    2011-01-01

    While there is extensive research related to the study of high-quality professional development, the research shows that there is limited evidence to indicate that teachers are provided with this type of professional development on a consistent, ongoing basis. The research also suggests that there is a lack of adequate evidence to show that…

  14. Relationship between Teacher Efficacy and Professional Development in International Schools

    ERIC Educational Resources Information Center

    Brown, Jamie K. W.

    2013-01-01

    Relationship between teacher efficacy and professional development in international schools of China was a quantitative experimental study that determined the correlation between professional development attendance and teachers' sense of self-efficacy. Supporting this data was a secondary investigation to determine if changes in…

  15. Aligning Performance Evaluation with Professional Development and Vise Versa.

    ERIC Educational Resources Information Center

    Buchen, Irving H.

    2003-01-01

    There are a number of problems posed by employee evaluation, and professional development often suffers from similar issues. Suppose employee evaluation and professional development were intertwined in a collaborative and evolving relationship, and both components were brought to bear on linking individual and company goals. The answer is the…

  16. Transformative Professional Development: A Model for Urban Science Education Reform

    ERIC Educational Resources Information Center

    Johnson, Carla C.; Marx, Sherry

    2009-01-01

    This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. TPD focuses on urban science teacher change and is responsive to school climate, teacher needs, and teacher beliefs with the intention of promoting change in…

  17. Standards for Reporting Mathematics Professional Development in Research Studies

    ERIC Educational Resources Information Center

    Sztajn, Paola

    2011-01-01

    This Research Commentary addresses the need for standards for describing mathematics professional development in mathematics education research reports. Considering that mathematics professional development is an emerging research field, it is timely to set expectations for what constitutes high-quality reporting in this field. (Contains 2 tables.)

  18. Professional Development Schools and Student Learning and Achievement

    ERIC Educational Resources Information Center

    Wong, Pia Lindquist; Glass, Ronald David

    2011-01-01

    A central commitment for professional development schools (PDSs) is to link preservice teacher preparation and in-service teacher professional development with improved learning outcomes for pupils. PDSs are expected to improve student achievement in two primary ways: (1) by enriching and intensifying the learning environment through professional…

  19. Professional Development Needs of English Language Teachers in Malaysia

    ERIC Educational Resources Information Center

    Khandehroo, Koroush; Mukundan, Jayakaran; Alavi, Zhinoos Kamal

    2011-01-01

    This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional…

  20. Teachers' Perceptions of Online Professional Development in Literacy

    ERIC Educational Resources Information Center

    Garbe, Amber Yudchitz

    2012-01-01

    This study sought to describe perceptions of teachers regarding the influence of online professional development (oPD) in literacy on their instruction and students' learning. The following features of effective professional development were analyzed: content-focus; collectivity; coherence; duration; and active learning. As well, the study…

  1. Bolstering the Impact of Online Professional Development for Teachers

    ERIC Educational Resources Information Center

    Reeves, Todd D.; Pedulla, Joseph J.

    2013-01-01

    Online professional development (OPD) for teachers is an increasingly popular and viable alternative to face-to-face professional development. While OPD can be effective, little is known about OPD's design and implementation features that maximize its impact. Using data from a large-scale OPD initiative, this correlational study (N = 1231)…

  2. Teachers' Beliefs about Using a Professional Development Plan

    ERIC Educational Resources Information Center

    Janssen, Sandra; Kreijns, Karel; Bastiaens, Theo J.; Stijnen, Sjef; Vermeulen, Marjan

    2013-01-01

    Professional development plans (PDPs) have recently been introduced in Dutch schools to support teachers' professional development. However, teachers' beliefs regarding the use of PDPs have not been systematically researched, whereas research on the use of PDPs indicates that the implementation is not always successful and depends on how…

  3. The Organized Contradictions of Professional Development and School Improvement

    ERIC Educational Resources Information Center

    Sappington, Neil; Pacha, Joseph; Baker, Paul; Gardner, Dianne

    2012-01-01

    "One of the most persistent findings from research on school improvement is, in fact, the symbiotic relationship between professional development and school improvement efforts" (Hawley & Valli, 1999, p. 129). These researchers, and others in the field, argue that there must be a direct relationship between the professional development of…

  4. Professional Development for Teachers of Mathematics: A Handbook.

    ERIC Educational Resources Information Center

    Taylor, Ross, Ed.

    The professional development of teachers is seen as a key to improving instruction in mathematics. A position paper on Professional Development Programs for Teachers of Mathematics was endorsed by the Board of Directors of the National Council of Teachers of Mathematics in April 1985, and this handbook provides suggestions for implementing the…

  5. Supporting Early Childhood Educators through Professional Development Partnerships

    ERIC Educational Resources Information Center

    Mraz, Maryann

    2011-01-01

    This article summarizes the findings of a study that examined instruction in early childhood classrooms where teachers participated in high-quality, sustained, and intensive professional development through an Early Childhood Educator Professional Development partnership on literacy practices essential to school success. Comparisons made between…

  6. The Antecedents of Teacher Satisfaction with Professional Development Programs

    ERIC Educational Resources Information Center

    Nir, Adam E.; Bogler, Ronit

    2008-01-01

    Literature has shown that on-the-job professional development programs are most beneficial when they are long-term, focused on students' learning, and linked to the curricula. We hypothesized that the higher the control teachers have over job professional development processes, and the greater the resemblance of these processes to the typical…

  7. Understanding Undergraduate Professional Development Engagement and Its Impact

    ERIC Educational Resources Information Center

    Blau, Gary; Snell, Corinne M.

    2013-01-01

    Professional Development Engagement (PDE) is defined as "the level of undergraduate engagement in professional development." It reflects career-related work preparation for "life after college" and is a distinct externally-focused component of student engagement (SE). The increased college retention and subsequent job placement…

  8. Professional School Counselors' Career Development Practices and Continuing Education Needs

    ERIC Educational Resources Information Center

    Anctil, Tina M.; Smith, Carol Klose; Schenck, Paulette; Dahir, Carol

    2012-01-01

    This study explored the practices of professional school counselors in their delivery of career counseling. School counselors were found to spend significantly less time on career development than on personal-social and academic development. In addition, new professionals placed more priority on career counseling compared with their more…

  9. Professional Development in Texas for Gifted and Talented Teachers

    ERIC Educational Resources Information Center

    O'Neal, Judy

    2004-01-01

    The Region IV Education Service Center (ESC) in Texas has been delivering G/T professional development for almost two decades, and it has a great plan. Texas is one of 27 states that mandate full or partial gifted education. Accountability is provided through standards for professional development, which are outlined in the Texas State Plan for…

  10. Professional Development and the Classroom Teacher: Turning Theory into Practice.

    ERIC Educational Resources Information Center

    Whitworth, Jerry E.

    This paper describes a professional development model, which emerged from two projects, that had professional development of teachers as an important component. The first project, Project Lighthouse, was designed to facilitate the inclusion of students with disabilities into general education classrooms. In this project, faculty and staff…

  11. Professional Development School and Teacher Preparedness: Perceptions of Student Teachers

    ERIC Educational Resources Information Center

    Watson, Sandy White

    2004-01-01

    The purpose of this study was to compare and contrast Professional Development School (PDS) and non-Professional Development School intern/student teachers' views at the end of their student teaching experiences in terms of their (a) perceptions of the knowledge and skills they perceived the Teacher Education Program (TEP) at the University of…

  12. The Virtual Extension Annual Conference: Addressing Contemporary Professional Development Needs

    ERIC Educational Resources Information Center

    Franz, Nancy K.; Brekke, Robin; Coates, Deb; Kress, Cathann; Hlas, Julie

    2014-01-01

    Extension systems are experimenting with new models for conducting professional development to enhance staff competence and other returns on professional development investments. The ISUEO virtual annual conference provides a successful flipped classroom model of asynchronous and synchronous learning events for conducting an Extension annual…

  13. Practicing What We Teach: Effective Professional Development for Educators

    ERIC Educational Resources Information Center

    Trehearn, Mary K.

    2010-01-01

    The purpose of this study was to examine professional development in three Nebraska public schools. For decades, the issue of professional development has been dissected, often resulting in unhealthy opposition between faculty and administration. Numerous studies have been conducted on teacher education, often with inconclusive or conflicting…

  14. Facilitating Professional Development for Teachers of English Language Learners

    ERIC Educational Resources Information Center

    Molle, Daniella

    2013-01-01

    The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs).…

  15. Applying Constructionist Principles to Online Teacher Professional Development

    ERIC Educational Resources Information Center

    Ostashewski, Nathaniel; Moisey, Susan; Reid, Doug

    2011-01-01

    This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was…

  16. A Design Framework for Online Teacher Professional Development Communities

    ERIC Educational Resources Information Center

    Liu, Katrina Yan

    2012-01-01

    This paper provides a design framework for building online teacher professional development communities for preservice and inservice teachers. The framework is based on a comprehensive literature review on the latest technology and epistemology of online community and teacher professional development, comprising four major design factors and three…

  17. Networked Teacher Professional Development: The Case of Globaloria

    ERIC Educational Resources Information Center

    Whitehouse, Pamela

    2011-01-01

    The purpose of this paper is to explore a teacher professional development program embedded in a networked learning environment, and to offer an emerging model and analytic matrix of 21st century teacher professional development. The Globaloria program is based on theories of learning by design and facilitates teachers and students as they create…

  18. Teacher Perception on Coaching and Effective Professional Development Implementation

    ERIC Educational Resources Information Center

    Nunokawa, Kari M. L.

    2012-01-01

    The area of professional development, within the educational setting, is critical to on-going learning for teachers and ultimately, higher student achievement. The literature on professional development is vast; however, the empirical research on implementation of skills learned from the training to the classroom is lacking. This study looked at…

  19. Scientists' Teaching Orientations in the Context of Teacher Professional Development

    ERIC Educational Resources Information Center

    Schuster, Dwight A.; Carlsen, William S.

    2009-01-01

    During the past decade science educators have taken steps to identify seminal structures and approaches of science teacher professional development. This literature, which is increasingly informing how and in which contexts professional developers design and implement programs, states that scientists' divergent research interests and knowledge…

  20. Delivering Online Professional Development in Mathematics to Rural Educators

    ERIC Educational Resources Information Center

    Cady, Jo; Rearden, Kristin

    2009-01-01

    Rural school districts struggle to attract, retain, and support highly qualified mathematics teachers. A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers. Changes in teachers'…

  1. Teachers as Learners: Implications of Adult Education for Professional Development

    ERIC Educational Resources Information Center

    Beavers, Amy

    2009-01-01

    Effective communication with teachers is a critical element of any successful professional development. Teachers are the foundational component of any educational system. It is vital that adequate attention is focused on appropriate and effective training of these teachers. Ideally, professional development offers a means of collaborative support…

  2. Outcomes of the VCCS Professional Development Initiative: 1993-1998.

    ERIC Educational Resources Information Center

    Sydow, Debbie L.

    This is a study of the outcomes of the professional development initiative implemented in 1993 by the Virginia Community College System (VCCS). It attempts to answer the question of whether faculty participation in structured professional development activities results in significant improvements in teaching. The primary objective of the study was…

  3. Problem Solving in Student Police Officers' Professional Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena; Zascerinskis, Mihails

    2011-01-01

    Introduction: The success of human safety requires the ability of police officers in problem solving within continuing professional development to be considered. Aim of the study: To analyze problem based teaching and learning in tertiary education within continuing professional development. Materials and methods: The search for problem based…

  4. Collaboration and Self-Regulation in Teachers' Professional Development

    ERIC Educational Resources Information Center

    Butler, Deborah L.; Lauscher, Helen Novak; Jarvis-Selinger, Sandra; Beckingham, Beverly

    2004-01-01

    This paper describes a professional development model with promise for supporting meaningful shifts in practice. We begin by introducing the theoretical principles underlying our professional development model, with a focus on explicating the interface between collaborative inquiry in a learning community (Lave, 1991, In L.B. Resnick, J.M. Levine,…

  5. Academic Professional Development Strategies to Facilitate Educational Changes in Universities

    ERIC Educational Resources Information Center

    Gonzalez Alonso, Gloria Amparo

    2009-01-01

    This qualitative within-case study explored how planned educational change in universities can be facilitated through academic professional development strategies. Thus this study attempted to shed some light on the dynamics of educational planned change in universities and their implications for academic professional development of faculty. The…

  6. Teachers Learning: Professional Development and Education. Cambridge Education Research Series

    ERIC Educational Resources Information Center

    McLaughlin, Colleen, Ed.

    2012-01-01

    "Teachers Learning: Professional Development and Education" is part of The Cambridge Education Research series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.…

  7. School Nurse Summer Institute: A Model for Professional Development

    ERIC Educational Resources Information Center

    Neighbors, Marianne; Barta, Kathleen

    2004-01-01

    The components of a professional development model designed to empower school nurses to become leaders in school health services is described. The model was implemented during a 3-day professional development institute that included clinical and leadership components, especially coalition building, with two follow-up sessions in the fall and…

  8. What Makes Professional Development Effective? Strategies that Foster Curriculum Implementation

    ERIC Educational Resources Information Center

    Penuel, William R.; Fishman, Barry J.; Yamaguchi, Ryoko; Gallagher, Lawrence P.

    2007-01-01

    This study uses a sample of 454 teachers engaged in an inquiry science program to examine the effects of different characteristics of professional development on teachers' knowledge and their ability to implement the program. The authors analyzed results from a survey of teachers served by 28 professional development providers within a…

  9. Mathematics Coaching: A New Kind of Professional Development

    ERIC Educational Resources Information Center

    Obara, Samuel

    2010-01-01

    While millions of dollars are spent on traditional professional development each year in the USA, some school districts are trying other means to increase students' test scores. One strategy is hiring mathematics coaches as on-site professional developers. Whereas mathematics coaching is a newly investigated research area and many issues still…

  10. Professional Development Which Provides an Icing on the Pedagogical Cake.

    ERIC Educational Resources Information Center

    Gardner, Jenny

    Because the quality of teachers determines the quality of the school system, teachers must be provided with high-caliber inservice programs. During the 1980s, responsibility for the provision of professional development in Australia shifted to local schools. Under the current National Professional Development Program (NPDP), the Australian…

  11. "All or None" Criteria for Professional Development Schools.

    ERIC Educational Resources Information Center

    Murray, Frank B.

    1993-01-01

    Attempts to implement the professional development school (PDS) are frustrated by a lack of consensus about these schools' defining characteristics. This article discusses some common criteria, emphasizes that the professional development school is not a laboratory or demonstration school, and compares the PDS to other forms of academic inquiry.…

  12. Online Professional Development for Mathematics Teachers: A Strategic Analysis

    ERIC Educational Resources Information Center

    Ginsburg, Alan; Gray, Tracy; Levin, Douglas

    2004-01-01

    This study presents a strategic review of the current quality and effectiveness of more than 40 online professional development (OPD) sites for teachers of mathematics. The evidence gathered about this relatively new form of professional development was compared with evidence on the quality and effectiveness of traditional face-to-face…

  13. Professional Development and Teacher Change: The Missing Leadership Link

    ERIC Educational Resources Information Center

    Whitworth, Brooke A.; Chiu, Jennifer L.

    2015-01-01

    Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a…

  14. Providing Effective Professional Development: Lessons from the Eisenhower Program.

    ERIC Educational Resources Information Center

    Porter, Andrew C.; Garet, Michael S.; Desimone, Laura M.; Birman, Beatrice F.

    2003-01-01

    Reports on two studies evaluating the effectiveness of the federal government's Eisenhower Professional Development Program. Describes high quality professional development of in-service teachers, changes in teaching practice, six key practices identified in literature, and the relationship between district policies and the quality of professional…

  15. Vocational Education and Training Teacher Professional Development: Tensions and Context

    ERIC Educational Resources Information Center

    Bound, Helen

    2011-01-01

    Planning and implementing teacher professional development is a process of engaging in organisational learning and change. Yet our planning and implementation of professional development is at times a series of one-off sessions and can be quite ad hoc. This paper argues that teacher learning takes place not only through formal sessions but also…

  16. Professional Development: A Skills Approach to a Writing Workshop

    ERIC Educational Resources Information Center

    Levitt, Roberta; Kramer-Vida, Louisa; Palumbo, Anthony; Kelly, Susan P.

    2014-01-01

    In this era of globalization, students need to know how to write well. Faculty development needs to focus on assisting primary teachers as they prepare students for a twenty-first-century world. Strategic curriculum reform and professional development can be achieved by partnerships between district administrators and professional consultants. Two…

  17. Professional Development: The Teacher's Perspective

    ERIC Educational Resources Information Center

    Brown, Julie Miller

    2013-01-01

    The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured…

  18. Professional Development for Technology-Enhanced Inquiry Science

    ERIC Educational Resources Information Center

    Gerard, Libby F.; Varma, Keisha; Corliss, Stephanie B.; Linn, Marcia C.

    2011-01-01

    The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers' support for students' inquiry science learning is the focus of the work. A literature search using the…

  19. Professional Development. Center for School Success Promising Practices Series

    ERIC Educational Resources Information Center

    Imbimbo, Josephine; Knopf, Naomi

    2009-01-01

    This publication focuses on professional development, a key element of school reform. In order to improve instruction and learning, schools need to increase the capacity of teachers to promote academic excellence in their classrooms. As part of their school and district plans, educators need to include professional development for teachers that is…

  20. Living Educational Theory Research as Transformational Continuing Professional Development

    ERIC Educational Resources Information Center

    Whitehead, Jack; Huxtable, Marie

    2013-01-01

    Continuing professional development (CPD) living educational theory offers an approach to CPD that enables educators to enhance their own professional practice and enable them to offer as gifts the knowledge, expertise and talents they develop to extend the knowledge base of the profession. In this paper we briefly introduce living theory research…