The Reflective Educator’s Guide to Professional Development: Coaching Inquiry-Oriented Learning Communities
Fichtman Dana, Nancy; Yendol-Hoppey, Diane
Language: English
Published by Corwin, 2008
- Hardcover
- New
Seller: California Books, Miami, FL, U.S.A.California Books
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- Title
- The Reflective Educator’s Guide to Professional Development: Coaching Inquiry-Oriented Learning Communities
- Author
- Fichtman Dana, Nancy; Yendol-Hoppey, Diane
- Publisher
- Corwin
- Publication year
- 2008
- Condition
- New
- Binding
- Hardcover
- Language
- English
- ISBN 10
- 1412955793
- ISBN 13
- 9781412955799
"A tool box overflowing with ideas that will help every staff developer craft a school culture hospitable to adult and student learning."
―Roland S. Barth, Author, Lessons Learned
"The book speaks to many audiences, including instructional coaches, PLC leaders, action researchers and group leaders, and university professors working with action researchers and PLCs."
―Gail Ritchie, Coleader, Teacher Researcher Network
Fairfax County Public Schools, VA
"A terrific resource for connecting teacher networks and action research to create powerful professional development opportunities. This book is a joy to read."
―Ellen Meyers, Senior Vice President
Teachers Network
Powerful tools for facilitating teachers′ professional development and optimizing school improvement efforts!
Professional learning communities (PLCs) and action research are popular and proven frameworks for professional development. While both can greatly improve teaching and learning, few resources have combined the two practices into one coherent approach.
The Reflective Educator′s Guide to Professional Development provides educators with strategies, activities, and tools to develop inquiry-oriented PLCs. Nationally known school reform experts Nancy Fichtman Dana and Diane Yendol-Hoppey cover the ten essential elements of a healthy PLC, provide case studies of actual inquiry-based PLCs, and present lessons learned to help good coaches become great coaches. With this step-by-step guide, readers will be able to:
- Organize, assess, and maintain high-functioning, inquiry-oriented PLCs
- Facilitate the development of study questions
- Establish the trust and collective commitment necessary for successful action research
- Enable PLC members to develop, analyze, and share research results
- Lead successful renewal and reform efforts
By combining two powerful training practices, coaches, workshop leaders, and staff developers can ensure continuous, robust school-based professional development.
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About the Author
Diane Yendol-Hoppey is professor of teacher education in the College of Education and Human Services at the University of North Florida. She has served as dean, associate dean of educator preparation and partnerships, department chair, and center director. She taught for many years at the University of Florida where she was the evaluator of numerous district, state, and national professional development efforts. Before beginning her work in higher education, Yendol-Hoppey spent 13 years as an elementary school teacher in Pennsylvania and Maryland. She holds a PhD in curriculum and instruction from The Pennsylvania State University. Yendol-Hoppey’s current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Yendol-Hoppey has received the AERA Division K Early Career Research Award and the ATE Distinguished Teacher Educator Award for her ongoing commitment to researching innovative approaches to teacher learning. She has published six books, more than 60 articles in professional journals, and secured 20 million in external funding to support teacher learning.
"About the title" may belong to another edition of this title.
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