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Commitment to high-quality professional learning is a common aspect of educational systems of the the world's highest-achieving nations. Despite evidence that effective professional learning can be a powerful lever for school improvement, much of the professional development (PD) that is conducted in the United States has had limited impact on teacher practice. In these pages, John Murray identifies research-based characteristics of effective teacher professional learning, detailing eight strategies for planning and executing professional development programs and evaluating their results.

Teachers --- Professional learning communities. --- Communities, Professional learning --- Learning communities, Professional --- PLCs (Professional learning communities) --- Education --- In-service training. --- Professional relationships.

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Teachers --- Student teaching --- College-school cooperation --- Professional learning communities --- Communities, Professional learning --- Learning communities, Professional --- PLCs (Professional learning communities) --- Education --- Training of --- In-service training

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Professional learning networks (PLN) of teachers and others (such as university researchers) collaborating outside of their everyday community of practiceare considered to be an effective way to foster school improvement. At the same time, to generate change, PLNs require effective support from school leaders. Such support should be directed at ensuring those participating in PLNs can engage in network learning activities; also that this activity can be meaningfully mobilised within participant's schools. What is less well understood however are the actions school leaders might engage in to provide this support. To address this knowledge gap, this book presents a case study of how senior leaders attempted to maximise the effectiveness of participating in PLNs for one learning network: the New Forest Research Learning Network (RLN) - a specific type of PLN designed to facilitate research-informed change at scale. In-depth semi-structured interviews with RLN participants, as well as impact data and policy documents, have been used to ascertain the types of leadership practices employed and their nature (i.e. whether geared towards prioritising formalising or mobilising the work of the PLN). Also presented is an assessment of the perceived effectiveness of these practices and suggestions for the type of leadership activity that appear to maximise the effectiveness of schools engaging in professional learning networks more generally.

Teachers --- In-service training. --- Professional learning communities. --- Educational leadership. --- Education --- Organization & management of education. --- Leadership. --- College leadership --- Education leadership --- School leadership --- Leadership --- Communities, Professional learning --- Learning communities, Professional --- PLCs (Professional learning communities)

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"Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the 21st century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals - architects, engineers, town planners, programmers - teachers have to work out creative and evidence-based ways of improving what they do. But teaching is not treated as a design profession. Every day, teachers design and test new ways of teaching, using learning technology to help their learners. But their discoveries remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively. Teacher professional development has not embedded in the teacher's everyday role the idea that they could discover something worth communicating to other teachers, or build on each others' ideas. Could the culture change? From this unique perspective on the nature of teaching, Diana Laurillard argues that a 21st century education system needs teachers who work collaboratively to design effective and innovative teaching"-- Provided by publisher.

Audiovisual methods --- School management --- PBIB --- Onderwijstechnology --- Hoger Onderwijs --- Teaching --- Professional learning communities --- Educational technology --- Philosophy --- Professional learning communities. --- Educational technology. --- Philosophy. --- Instructional technology --- Technology in education --- Communities, Professional learning --- Learning communities, Professional --- PLCs (Professional learning communities) --- E-books --- Onderwijskunde --- Onderwijsleerprocessen --- Education --- Technology --- Educational innovations --- Instructional systems --- Aids and devices --- didactiek --- onderwijsvernieuwing

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The unwavering culture of continuous improvement efforts to bring about school change has irrevocably changed the role expectations for the school leader. The school leader in the 21st century is increasingly perceived as an instructional leader expected to implement whole-school reform models that can shape teacher practice and influence student outcomes. The significant changes in role expectations for school leaders present considerable challenges to an educational system that was not designed to incorporate these conceptualizations. In light of the increased acceptance of changed leadership expectations, the elements that are needed for developing, supporting, and sustaining instructional leaders who can lead systemic change efforts are frequently not present, are fragmented, or are observed at various developmental stages throughout the pK-20 pipeline. This book is centered on the learning and changed behaviors of school leaders, who engaged in a sustained job-embedded professional learning community, facilitated through a university-district partnership. The learning from the findings, suggested that job-embedded learning with their peers, can be instrumental for these principals to build the capacity to lead systemic change efforts. The findings further suggested that creating conditions for new understanding to occur, and sustained opportunities to apply new learning in context to their role, entailed a collaborative effort by a partnership involving two separate institutions with different priorities. The author makes a case for the educational pipeline, to prioritize the support and understanding of complex systemic change efforts and innovations, as they are linked to school improvement.

Educational leadership. --- Professional learning communities. --- School improvement programs. --- School principals. --- Education --- Social Sciences --- Theory & Practice of Education --- Education - General --- Educational change. --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- College leadership --- Education leadership --- School leadership --- Education. --- Education, general. --- Educational planning --- Educational innovations --- Leadership --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Head masters --- Head mistresses --- Head teachers --- Headmasters --- Headmistresses --- Headteachers --- Principals, School --- School superintendents and principals --- School administrators --- Improvement programs, School --- Instructional improvement programs --- Programs, School improvement --- School self-improvement programs --- School management and organization --- Communities, Professional learning --- Learning communities, Professional --- PLCs (Professional learning communities)