Designing Professional Development for Teachers of Science and Mathematics / Edition 2

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Overview

Updated Edition of Best Seller!

Now in its second edition, this resource guides professional developers, administrators, and teacher leaders to design learning experiences for teachers that are directly linked to improving student learning.

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Editorial Reviews

Gerry Wheeler

"The classic just got better. It makes the connection between student learning data and goals for professional development and it introduces new resources and strategies. It's a 'must-read' for anybody who is serious about enhancing teaching and learning. "

Dennis Sparks

"Educators who are no longer content with slipshod approaches to professional development will find both guidance and inspiration in this second edition. This edition both updates the groundbreaking work presented in the first edition and places the design framework firmly within the context of standards-based reform and a performance-based culture that seeks to continuously improve professional practice and student achievement. "

Judith Mumme
"This important work reveals the layered complexities of mathematics/science professional development, while providing tools for navigating a difficult terrain. It is a powerful resource for supporting mathematics and science leaders, tying together content, context, and design. "
The Journal of the National Staff Development Council
"The second edition of Designing Professional Development for Teachers of Science and Mathematics...is a professional learning classic for every staff developer, regardless of subject area. "
Sarah Harris
"This book is a user-friendly guide filled with tools and resources for anyone planning to provide professional development. I highly recommend it to anyone who is serious about developing and providing relevant and transformative professional development to teachers and school leaders. "
Margret A. Hjalmarson
"This practical handbook feature two significant strengths: a description of how to use strategies in isolation and in combinationwith other methods and the specific guidance about working with adult learners and building on teachers' expertise. Throughout, the focus is on how to work within the ever-changing contexts of schools to meet teachers' needs and improve students' learning. "
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Product Details

  • ISBN-13: 9780761946861
  • Publisher: Corwin Press
  • Publication date: 2/28/2003
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 408
  • Product dimensions: 7.02 (w) x 9.80 (h) x 0.71 (d)

Meet the Author

Susan Loucks-Horsley was the lead author of the first edition of Designing Professional Development for Teachers of Science and Mathematics and directed the professional development research for the National Institute for Science Education on which the book is based. At the time of her passing in 2000, Susan was the associate executive director of Biological Sciences and Curriculum Study (BSCS) and senior research associate for science and mathematics at West Ed. She had previously served as director of pro­fessional development and outreach at the National Research Council’s Center for Science, Mathematics, and Engineering Education, where she promoted and monitored standards-based education, especially the National Science Education Standards. Susan was a leading researcher, writer, and professional developer who enjoyed collaborating with others to address education’s toughest problems. She was the lead author of sev­eral books, including Continuing to Learn: A Guidebook for Teacher Develop­ment, An Action Guide for School Improvement, and Elementary School Science for the 90s. In addition, she wrote numerous reports on teacher development for the National Center for Improving Science Education, as well as chap­ters and articles on related topics. While at the University of Texas/Austin Research and Development Center for Teacher Education, she worked on the development team of the Concerns-Based Adoption Model (CBAM), a classic framework for understanding and leading change efforts.

Nancy Love is Director of Program Development at Research for Better Teaching in Acton, Massachusetts, where she leads this education-consulting group’s research and development. She is the former Director of the Using Data Project, a collaboration between TERC and West Ed, where she led the development of a comprehensive professional development program to improve teaching and learning through effective and collaborative use of school data. This program has produced significant gains in student achievement as well as increased collaboration and data use in schools across the country. Love has authored several books and articles on data use, including A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry (2008, Corwin Press) and Using Data to Improve the Learning for All: A Collaborative Inquiry Approach (2009, Corwin). She is also well known for her work in professional development both as a presenter and author of articles and books, including Designing Professional Development for Teachers of Science and Mathematics (Second Edition) with Susan Loucks-Horsley, Kathy Stiles, Susan Mundry, and Peter Hewson (2003, Corwin Press). In 2006, she was awarded the prestigious Susan Loucks-Horsley Award from the National Staff Development Council in recognition of her significant national contribution to the field of staff development and to the efficacy of others.

Katherine E. Stiles is a Senior Program Associate in the STEM Program at West Ed. Katherine is Co-Director of West Ed’s National Academy for Science and Mathematics Education Leadership, providing professional development and support for education leaders nationwide. The foci of the Leadership Academy–effective leadership, educational change, professional development and communities of learners, facilitation, and using data and evidence to achieve results–are reflected in the book, (2013). She designs and leads science and mathematics education program evaluation projects at the school, district, state, and national level, focusing on assessing the quality of professional development, and the relationship between teachers’ conceptual learning, changes in practice, and student learning. Katherine works with schools and districts to enhance student learning through the development of collaborative inquiry into data among staff as part of her work on the Using Data Project and as co-author of (2008). She was co-director of an NSF-funded project, Building Systems for Quality Teaching and Learning in Science, that resulted in the publication of professional development materials and a simulation board game on science education. The project extended the work of the seminal book on professional development that she co-authored, (2010). Prior to joining West Ed in 1995, Katherine worked at the National Science Resources Center in Washington, D.C., as a science curriculum developer and authored four curriculum units for the program.

Susan Mundry is currently deputy director of Learning Innovations at West Ed and the associate director of West Ed’s Mathematics, Science, and Technology Program. She directs several national or regional projects focused on improving educational practice and oversees the research and evaluation projects of Learning Innovations. She is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast & Islands Regional Education Laboratory and is the project codirector for the evaluation of the Intel Mathematics Initiative, a professional development program for elementary and middle grades teachers aimed at increasing student outcomes in mathematics. She is also a Principal Investigator for two National Science Foundation projects that are developing products to promote the use of research-based practice in science and mathematics. Since 2000, Mundry has codirected the National Academy for Science and Mathematics Education Leadership, which provides educational leaders with training and technical assistance on professional development design, leading educational change, group facilitation, data analysis and use, and general educational leadership, as well as access to research-based information to improve teaching and learning. Building on this work, she provides technical assistance to several large urban schools districts engaged in enhancing leadership and improving math and science programs.

As a senior research associate for the National Institute for Science Education (1997-2000), Mundry conducted research on attributes of effective professional development. She served on the national evaluation team for the study of the Eisenhower Professional Development program led by the American Institutes for Research, where she worked on the development of national survey instruments and the protocols for case studies. From 1982 to 1997, Mundry served in many roles from staff developer to associate director at The NETWORK, Inc., a research and development organization focused on organizational change and dissemination of promising education practice. There, she managed the work of the National Center for Improving Science Education and the Center for Effective Communication, provided technical assistance to schools on issues of equity and desegregation, oversaw national dissemination programs, and co-developed the “Change Game,” (Making Change for School Improvement) a simulation game that enhances leaders’ ability to lead change efforts in schools and districts.

Mundry has written several books, chapters, and articles based on her work. She is coauthor of the best selling book, Designing Effective Professional Development for Teachers of Science and Mathematics (2nd edition), as well as Leading Every Day: 125 Actions for Effective Leadership, which was named a National Staff Development Council Book of the Year in 2003. Her latest book is The Data Coach’s Guide to Improving Learning for All Students (2008).

Peter W. Hewson is Professor of Science Education at the University of Wisconsin–Madison. He is also the director of a project to develop collabo­rative research in science and mathematics education between South Africa and the United States. He has been a principal investigator on several other federally funded multiyear projects in science education. As Codirector of the Professional Development Project of the National Institute for Science Education, he coauthored the first edition of Designing Professional Develop­ment for Teachers of Science and Mathematics (1998). He teaches in the under­graduate teacher education and graduate science education programs and coordinates a professional development school in Madison. He has been deeply involved in the development of a conceptual change framework and its application to the learning and teaching of science. He has also studied initial teacher education and the continuing professional development of practicing teachers. He has published numerous articles on these and re­lated topics. He received his D.Phil. in theoretical nuclear physics from Oxford University, and he taught physics and science education in South Africa before moving to the United States.

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Table of Contents

Foreword by Dennis Sparks
Introduction
Acknowledgments
About the Authors
1. A Framework for Designing Professional Development
2. Knowledge and Beliefs Supporting Effective Professional Development
3. Context Factors Influencing Professional Development
4. Critical Issues to Consider in Designing Professional Development
5. Strategies for Professional Learning
6. The Design Framework in Action
7. Putting the Professional Development Design Framework to Work
Resource A: Images of Learning and Professional Development
References
Index

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