MODELS OF HIGH QUALITY TEACHER PROFESSIONAL DEVELOPMENT

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Steinbeck

sienna bealにより

Treaty of Versailles

Colin Wrightにより

Self Reflection

Flavio Correaにより

SharePoint

Dan Mastinにより

Little time for collaborative work toward instructinal improvement.

Among these obstacles is the rigid structure of teachers work days

Institutional change agents

Instructional leaders

Time-consuming to desig and implement

Is is challenging

Barriers to implemntation of effective proffesional development

District Factors

Impedes voluntary participation in professional development.

Teachers perceive that district reforms are fragmented and uncoordinated

Costs

Time to reflect on district or school conditions

Strengthening affective teachers,helping them create local communties

Teacher leaders who are willing to share their learning with others.

Colleagues` learning, they may be able to assume critical leadership roles.

High quality professiona development is expensive

School Factors

The structure of profesional development and teacher's time

more a regular school

one day workshop

commitments

The content of proffesional development

supportive environments

share be liefs

share understanding

classroom practices

resistance

in focus

contents and classrooom

View of teaching

create of opportunities

education policy makers

mew demands

outgoing inquiry

kearning

effective practice