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The third CSR component focuses on a school's development of a
high-quality professional development and staff training program
involving "proven strategies." The field of teacher professional
development is supported by a body of research reflecting a variety
of methodologies, including a substantial body of reports reflecting
"best practice" wisdom. The resources below include standards,
guides, reports, and databases of research that may help schools
plan for effective professional development components of CSR.
Resources on Professional Development:
National Council of Teachers of Mathematics Standards
Among other recommendations, these standards make suggestions about
what classroom teaching of mathematics should be like.
http://www.nctm.org/standards/
North Central Regional Education Laboratory Professional Development
The Professional Development section of the NCREL web site includes
resources designed to help schools plan for quality professional
development programs.
http://www.ncrel.org/sdrs/areas/pd0cont.htm
Research on Teacher Preparation and Professional Development
(2002) - U.S. Department of Education
This report by Russ Whitehurst, part of the draft guidance for the
Improving Teacher Quality state grants, reviews research related
to teacher professional development. See Appendix C.
http://www.ed.gov/admins/tchrqual/learn/preparingteachersconference/whitehurst.html
Standards for Professional Development (2001) - The National
Staff Development Council
These revised standards reflect what NSDC and the broader staff
development community have learned about professional learning since
the creation of the original standards in 1995.
http://www.nsdc.org/standards/index.cfm
Standards for Professional Development for Teachers of Science
- National Academies of Sciences
This Chapter 4 of the National Science Educational Standards
states that teachers of science should be responsible for their
own professional development and for the maintenance of the teaching
profession.
http://books.nap.edu/html/nses/html/4.html
Teaching Reading IS Rocket Science: What Expert Teachers of
Reading Should Know and Be Able to Do (1999) - American Federation
of Teachers
This report discusses the current state of teacher preparation in
reading. It reviews the reading research and describes the knowledge
base that is essential for teacher candidates and practicing teachers
to master if they are to be successful in teaching all children
to read well. Finally, this report makes recommendations for improving
the system of teacher education and professional development.
http://www.aft.org/edissues/rocketscience.htm
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