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State policy support for professional development in the Central Region

Author: Ceri B Dean; Educational Resources Information Center (U.S.)
Publisher: Aurora, CO : Mid-continent Research for Education and Learning ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [2001]
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Summary:
This study identified policies to increase states' role in teacher professional development in Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming. It examined which elements defined each state's professional development policy and the extent to which policies were consistent with research on effective professional development policies and recommendations from national education  Read more...
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Details

Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Ceri B Dean; Educational Resources Information Center (U.S.)
OCLC Number: 53138331
Notes: Shipping list no.: 2003-0136-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [2002]. 1 microfiche.
Description: 1 volume
Responsibility: prepared by Ceri B. Dean.

Abstract:

This study identified policies to increase states' role in teacher professional development in Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming. It examined which elements defined each state's professional development policy and the extent to which policies were consistent with research on effective professional development policies and recommendations from national education organizations. Researchers reviewed key documents from each state and interviewed state education agency staff with primary responsibility for professional development. These states have taken various policy actions to support professional development, attempting to send the message that the overriding purpose of professional development is to improve student achievement. Most states emphasize examining the impact of professional development, though they find it difficult to make decisions about which data to collect and how to collect them without placing unreasonable burdens on the system. All of the states need to examine their policies regarding professional development funding. Most states report that policymakers need to understand the context in which educators teach and become familiar with models of high quality professional development in order to make good professional development policy decisions. Five appendixes present: document and interview protocols; Wyoming Department of Education accreditation rubrics; excerpt from Nebraska State Development Policy; Missouri school improvement process; and Kansas continuum of effective results-based staff development practices. (Contains 21 references.) (Sm).

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