Teachers in Action will support a variety of individual, school-based, and district-based professional learning projects in STEM education. Each project will reflect the unique context of each school and school district, considering the needs of students and teachers; the curriculum; school leadership, resources, and support; and the school community. In conceptualizing and planning for professional development, contextual factors and how they impact teacher and student learning need to be considered. Effective professional development and learning should:
These principles reflect both a review of the literature on effective professional development and the experiences and practical wisdom of teachers and teacher educators (for example, see Garet, Porter, Desimone, Birman, & Yoon, 2001; Ingvarson, Meiers & Beavis, 2005; Kennedy, 1998; Kriewaldt, 2008; Meiers & Ingvarson, 2005; Supovitz, 2001; Thompson, 2003; Timperley, 2008; Timperley, Wilson, Barrar & Fung, 2007; Wilson & Berne, 1999).
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Darling-Hammond, L., & Youngs, P. (2002). Defining "highly qualified teachers": What does "scientifically-based research" actually tell us? Educational Researcher, 31(9), 13-25.
Day, C., & Sachs, J. (2004). International handbook on the continuing professional development of teachers. Maidenhead, UK: Open University Press.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
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Guskey, T. R. (2003). Analyzing lists of the characteristics of effective professional development to promote visionary leadership. NASSP Bulletin, 87(637), 4-20.
Guskey, T. R., & Yoon, K. S. (2009). What works in professional development. Phi Delta Kappan, 90(7), 495-500.
Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy. Education Policy Analysis Archives, 13(10), 1-28.
Lee, H.-J. (2004). Developing a professional development program model based on teachers' needs. Professional Educator, 27(1/2), 39-49.
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Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2010). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
Mayer, D., Lloyd, M. (2011). Professional Learning: An introduction to the research literature. Australian Institute for Teaching and School Leadership (AITSL): Melbourne, Australia.
Meiers, M., & Ingvarson, L., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy. Retrieved from http://research.acer.edu.au/professional_dev/1
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Supovitz, J. (2001). Translating teaching practice into improved student achievement From the capitol to the classroom. Standards-based reforms in the states. The 100th yearbook of the National Society for the Study of Education, Part Two (pp. 81-98). Chicago: University of Chicago.
Supovitz, J. A., Mayer, D. P., & Kahle, J. B. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational Policy, 14(3), 331-356.
Timperley, H. (2008). Teacher professional learning and development. International Bureau of Education: Geneva, Switzerland.
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
Weiss, I. R., Banilower, E. R., & Shimkus, E. S. (2004). Local systemic change through teacher enhancement: Year nine cross-site report. Chapel Hill, NC: Horizon Research.
Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.