Professional Learning

Policy Matters - Advocating for Secondary School Principal Development

Policy Matters

Director of Advocacy, Amanda Karhuse at the National Association of Secondary School Principals (NASSP) shares how some ESSA state plans have sought to include up to 3% of Title II funds for professional learning for school principals.  NASSP is working with states and districts to track and analyze which programs and activities are being funded.

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Robin Jacob: Measuring Principal Development

Research Minutes

University of Michigan Associate Research Professor Robin Jacob speaks about her research study of a principal leadership program, one of the largest experimental evaluations of professional development for principals ever conducted.

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Emerging Insights into Effective Professional Development - Kirk Walters: The Impacts of Content-Focused Professional Development

Emerging Insights into Effective Professional Development

Kirk Walters, managing researcher at American Institutes for Research, discusses his research regarding the content focused model of professional development. Walters shares the findings of his study on the effectiveness and limitations of content-focused professional development in mathematics on teacher practices and student outcomes.

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Emerging Insights into Effective Professional Development - Matthew Kraft: Emerging Evidence on the Effectiveness of Coaching as a Professional Development Strategy

Emerging Insights into Effective Professional Development

Matthew Kraft is an Assistant Professor of Education and Economics at Brown University. He researches and teaches on topics ranging from the economics of education and education policy analysis to teacher professional growth and school working conditions. His primary work spotlights methods to improve educator and organizational effectiveness in K–12 urban public schools. Kraft details successful models of coaching teachers and the importance of sustained professional development. 

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Emerging Insights into Effective Professional Development - Ken Frank: The Importance of Community and Common Language to Professional Change

Emerging Insights into Effective Professional Development

Ken Frank is a Professor in Measurement and Quantitative Methods within Department of Counseling, Educational Psychology and Special Education within the College of Education at Michigan State University. His work encompasses the study of schools as social organizations analyzing the impact of social networks and the effects of social capital in schools.  In this video Frank explains that teachers rarely get a chance to talk about what they learn in professional development. In this video, He describes the benefits for teachers of discussing their learning experiences, and in doing so, making their tacit knowledge explicit.

Have thoughts on this video? Head to KH Conversations, our discussion forum, and join in the conversation, or use our collective note-taking feature to keep track of your thoughts and see what others were thinking of as they watched the video. 

Emerging Insights into Effective Professional Development - Mary Kennedy: Professional Development Emerging from Problems of Practice

Emerging Insights into Effective Professional Development

Jonathan Supovitz speaks with Mary Kennedy, Professor Emeritus in the Department of Teacher Education at Michigan State Univeristy. In this interview Mary Kennedy discusses how professional development that makes strong connections to the everyday problems of teachers is more likely to impact the instructional practices of professional development participants.

 

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Emerging Insights into Effective Professional Development - Bob Laird: Translating Professional Development into Practice

Emerging Insights into Effective Professional Development

Bob Laird is a veteran mathematics educator from the Vermont Mathematics Institute. In this video, Bob shares his experiences of how building small routines into teaching dramatically increase the chances that what teachers learn in training will stick when they return to their classrooms. 

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