Question

English teachers associations nature its role in professional development

Answer 1

Answer:

Explanation:

For many teachers, the result is a diffuse and uncoordinated set of learning experiences.

In examining the impact of professional development programs in science, the committee focused on outcomes for teachers and students. Outcomes for teachers include the three domains enumerated in Chapter 5: teachers’ capacity to adapt instruction to the needs of diverse learners, their content knowledge, and their pedagogical content knowledge and actual instructional practices. While the assumption often is made that teachers who develop professional knowledge and practices in each of these domains will have students who learn more, we also were interested in the extent to which the research literature demonstrates improvements in student outcomes. Therefore, we examined the literature for insights that would help us understand these linkages (see Figure 6-1).1

This chapter begins by describing features of effective professional

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1Given our conception of teacher learning as both individual and collective and of teachers as participants in larger communities and contexts, the representation in Figure 6-1 is limited. The linearity of the model illustrated in the figure, while helping us emphasize the logic of connecting teacher learning to teacher outcomes to student outcomes, obscures the fact that we view learning as both iterative and dynamic, and as embedded in contexts that fundamentally shape what teachers learn and how they exercise their knowledge and skill. For the purposes of parsing the research literature, however, we use this relatively simple framing of the process.

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Suggested Citation:"6 Professional Development Programs." National Academies of Sciences, Engineering, and Medicine. 2015. Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts. Washington, DC: The National Academies Press. doi: 10.17226/21836. ×

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development programs, drawing on research that is not specific to science. It then examines existing research on professional development programs for science teachers, with a particular focus on the impact of these programs and the nature of the research base. We then consider an emerging field of research on professional development—online learning—which has the potential to expand learning opportunities for science teachers in new and exciting ways.

FEATURES OF EFFECTIVE PROFESSIONAL DEVELOPMENT PROGRAMS

Organized opportunities for teacher development have a long history in the United States, dating to the 19th century and the origins of the current system of schooling (e.g., Clifford, 2014; Warren, 1989). Attention to professional development as a central lever in school reform rose in the last half of the 20th century, linked to curricular innovations following the launch of Sputnik in the late 1950s, to successive large-scale initiatives following passage of the Elementary and Secondary Education Act in 1965, and to efforts at systemic and standards-based reform in the 1980s and 1990s.

Answer 2

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• Some of the specific roles include speech pathologist, occupational therapist, physical therapist, school counselor, or teacher's aide (helping one or two special needs children in a mainstream classroom).