Five Phases of Professional Development

By: North Central Regional Educational Laboratory

Too often, teachers say that the professionaldevelopment they receive provides limited application to their everyday world of teaching and learning !ere The North Central Regional Educational Laboratory shares a five"phase framewor# that can help create comprehensive, ongoing, and $ most importantly $ meaningful professional development E"mail %rint Comment The North Central Regional Educational Laboratory has developed a research"based professional development framewor# that promotes ongoing professional development and encourages individual reflection and group in&uiry into teachers' practice (n practice, the five phases overlap, repeat, and often occur simultaneously: Building a Knowledge Base. The purpose of this phase is to ac&uire new #nowledge and information and to build a conceptual understanding of it )ctivities in this phase might include goal setting, assessing needs, participating in interactive wor#shops, and forming a study group Observing Models and Examples. The purpose of this phase is to study instructional e*amples in order to develop a practical understanding of the research (n this phase, one might participate in activities such as school and classroom visitations, peer observation, using instructional artifacts, co"planning, and listening to or watching audio and video e*amples Reflecting on Your Practice. The purpose of this phase is to analy+e your instructional practice on the basis of new #nowledge )ctivities in this phase might include the use of ,ournals or teacher"authored cases for collegial discussion and reflection

C anging Your Practice. The purpose of this phase is to translate your new #nowledge into individual and collaborative plans and actions for curricular and instructional change )ctivities might include action research, peer"coaching, support groups, and curriculum development !aining and " aring Expertise. The purpose of this phase is to continue to refine your instructional practice, learning with and from colleagues while also sharing your practical wisdom with your peers )ctivities in this phase might include team planning, mentoring or partnering with a colleague, and participating in a networ#

Clic# to see full image Used with permission of Learning Point Associates.The North Central Regional Educational Laboratory. n.d.!. "i#e Phases of Professional $e#elopment. Retrie#ed %ay &'( &'')( from http*++www.ncrel.org+sdrs+areas+issues+educatrs+profde#l+pd&fiph.htm.

Teacher-Student Interactions: The Key to Quality Classrooms

By: -niversity of .irginia Center for )dvanced /tudy of Teaching and Learning

The Classroom )ssessment /coring /ystem 0CL)//1 describes ten dimensions of teaching that are lin#ed to student achievement and social development Each dimension falls into one of three board categories: emotional support, classroom organi+ation, and instructional support E"mail %rint Comment Every day, teachers ma#e countless real"time decisions and facilitate do+ens of interactions between themselves and their students )lthough they share this commonality, educators all over the country often tal# about these decisions and interactions in different ways The Classroom )ssessment /coring /ystem 0CL)//1, developed at the -niversity of .irginia2s Center for )dvanced /tudy of Teaching and Learning, helps educators view classrooms through a common lens and discuss them using a common language, providing support for improving the &uality of teacher"student interactions and, ultimately, student learning

Ho is the C!"SS or#ani$ed%

The CL)// describes ten dimensions of teaching that are lin#ed to student achievement and social development Each of the ten dimensions falls into one of three broad categories: emotional support, classroom organi+ation, and instructional support Emotional support refers to the ways teachers help children develop warm, supportive relationships, e*perience en,oyment and e*citement about learning, feel comfortable in the classroom, and e*perience appropriate levels of autonomy or independence This includes:

Positive climate $ the en,oyment and emotional connection that teachers have with students, as well as the nature of peer interactions3 #egative climate $ the level of e*pressed negativity such as anger, hostility or aggression e*hibited by teachers and4or students in the classroom3 $eac er sensitivit% $ teachers2 responsiveness to students2 academic and emotional needs3 and Regard for student perspectives $ the degree to which teachers2 interactions with students and classroom activities place an emphasis on students2 interests, motivations, and points of view Classroom organi&ation refers to the ways teachers help children develop s#ills to regulate their own behavior, get the most learning out of each school day, and maintain interest in learning activities This includes:

Be avior management $ how well teachers monitor, prevent, and redirect misbehavior3 Productivit% $ how well the classroom runs with respect to routines, how well students understand the routine, and the degree to which teachers provide activities and directions so that ma*imum time can be spent in learning activities3 and 'nstructional learning formats $ how teachers engage students in activities and facilitate activities so that learning opportunities are ma*imi+ed 'nstructional support refers to the ways in which teachers effectively support students' cognitive development and language growth This includes:

Concept development $ how teachers use instructional discussions and activities to promote students2 higher"order thin#ing s#ills and cognition in contrast to a focus on rote instruction3 (ualit% of feedbac) $ how teachers e*pand participation and learning through feedbac# to students3 and *anguage modeling $ the e*tent to which teachers stimulate, facilitate, and encourage students2 language use )dditional information about the CL)// is available at www teachstone org %untner( %. &'',!. Teacher-.tudent /nteractions* The 0ey To 1uality Classrooms. The Uni#ersity of 2irginia Center for Ad#anced .tudy of Teaching and Learning CA.TL!.

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