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European Perspectives on Professional Development in Teacher Education

This collection focuses on the ways in which policy relating to professional development and professional learning in teacher education is changing across Europe. The chapters examine how policies change with time and with changes in personnel at various levels in the political or professional spectrum. It also highlights the continued diversity of the education systems of Europe, despite moves towards economic and social integration. A common theme running through the chapters is an understanding of the importance of professional development and professional learning of educators in the success and effective operation of the education systems of the countries concerned. This book was originally published as a special issue of Professional Development in Education.

This collection focuses on the ways in which policy relating to professional development and professional learning in teacher education is changing across Europe.

Teacher Evaluation Policy

From Accountability to Professional Development

Since the beginning of the school reform movement in the early 1980's, various efforts have been made to improve teacher evaluation. Most of the initial efforts were designed to promote greater accountability. They were characterized by research-based performance standards, sophisticated classroom observation procedures, and extensive training. More recently, the focus of teacher evaluation has been expanded to include provisions for professional development. Supporters of this trend have argued that accountability-based evaluation diminishes in value as teachers gain experience and expertise. Teacher Evaluation Policy presents case studies describing how new teacher evaluation policies have been created. The contributors go behind the scenes to examine the complex negotiations between politicians and special interest groups that accompany policy making. They identify the public and the private agendas guiding decision makers. What emerges is a vivid portrait of professionals and politicians grappling over the control of education. Accounts include the formulation of teacher evaluation policy in North Carolina, Louisiana, Connecticut, Washington State, and Great Britain.

Since the beginning of the school reform movement in the early 1980's, various efforts have been made to improve teacher evaluation. Most of the initial efforts were designed to promote greater accountability.

Inclusion Lesson Plan Book for the 21st Century

Teacher Training Edition

This Teacher Training Edition is for use by both instructors and their students in training sessions on inclusion practices. It is specifically designed for college professors and staff trainers who teach lesson planning skills as part of their pre-service or in-service courses. The content parallels the original Inclusion Plan Book, but is organized for training purposes and includes professional activities to examine inclusion practices for whole class, small groups, and individual students. It contains additional downloadable forms for inclusion documentation and online resources that are valuable tools for any "teacher-in-training" staff development program. Purchase multiple copies for your in-service professional learning experiences or have your college bookstore order copies for students taking your inclusion course.

This Teacher Training Edition is for use by both instructors and their students in training sessions on inclusion practices.

Teacher Education in the English-speaking World

Past, Present, and Future

This edited book is a comparative study on teacher education across ten major English-speaking regions of the world (USA, English Canada, England and Wales, Scotland, Ireland, Singapore, Hong Kong, South Africa, Australia, New Zealand). The focus on individual regions is reflective of a comparative approach with a long tradition going back to the turn of the twentieth century. Each of the chapters focuses on general trends in teacher education rather than on any specific aspect of it; focuses primarily on pre-service teacher education at the primary and post-primary levels, although some reference is also made to continuing professional development; strikes a balance between past, present and future trends; deals broadly with access to, the processes involved in, and the structure of, teacher education; has a unique structure rather than one based upon a formulaic approach. In the final chapter major themes are distilled from the case studies. It also outlines how the book furthers understanding of teacher education internationally, considers other groupings of regions ripe for consideration along similar lines, and indicates initiatives arising out of the case studies worthy of consideration for the improvement of teacher education cross-nationally. {Back cover, ed].

This edited book is a comparative study on teacher education across ten major English-speaking regions of the world (USA, English Canada, England and Wales, Scotland, Ireland, Singapore, Hong Kong, South Africa, Australia, New Zealand).

Leading the Teacher Induction and Mentoring Program

Use these step-by-step strategies to develop and implement a proven program that links to districtwide goals and results in highly qualified teachers and increased student achievement.

Extensively revised to include the latest research, this second edition: Presents step-by-step directions for each part of the program development and implementation process Links induction and mentoring to districtwide goals for improved ...

Reimagining New Approaches in Teacher Professional Development

Reimagining new approaches in teacher professional development is the focus of this book. It looks at different perspectives of teacher professional development. Most chapters directly or indirectly present and discuss new approaches in teacher professional development in general. The purpose of the book is to inform readers that there are new ways of developing teachers professionally, and to equip readers with the skills needed to teach or behave in a professional manner. The book aims at providing new knowledge about professional development to academics, universities, education authorities, teachers, parents, and governing body members. The authors have diverse perspectives about the issues or aspects pertaining to teacher professional development.

Just like the practitioners in many other recognised professions, teachers also need to increase their knowledge and capacitate their skills over the course of their professions (Report on Teacher Professional Development 2006).

The New Handbook of Teacher Evaluation

Assessing Elementary and Secondary School Teachers

A worthy successor to 'The Handbook of Teacher Evaluation', this landmark volume is an important source of information for anyone concerned with teacher evaluation, training and development.

A worthy successor to 'The Handbook of Teacher Evaluation', this landmark volume is an important source of information for anyone concerned with teacher evaluation, training and development.

Teacher Development Outside the United States

A Selected Annotated Bibliography : Recent Works Collected by the Office of Research, U.S. Department of Education

The purposes of this U.S. Department of Education project were twofold: (1) to explore the process for obtaining materials, documents, and publications from abroad that were "fugitive" in nature (i.e., documents not typically found in the ERIC system or library collections); and (2) to develop a database of both the materials collected and the people contacted or identified as having expertise in teacher training. The search yielded materials, mostly in English, from more than 38 countries. This annotated bibliography contains a selection of the English language materials collected, along with several ERIC documents and journal articles. The entries vary from general descriptions of teacher training programs and requirements to proposed reform strategies. Also included are many studies of student teacher experiences, training effectiveness, and specific activities such as practicum experiences and distance learning. (LL)

The purposes of this U.S. Department of Education project were twofold: (1) to explore the process for obtaining materials, documents, and publications from abroad that were "fugitive" in nature (i.e., documents not typically found in the ...

The Professional Development of Teacher Educators

This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education.

This book makes a significant contribution to a hitherto much neglected area.