Promoting teacher development in a racially/ethnically, socioeconomically, linguistically and academically diverse school: a US case study

摘要

This article provides analysis of a site-based professional development model that is grounded in teacher best practices. Developed by the administration and teacher leaders of a racially/ethnically, socioeconomically, linguistically and academically diverse school in the USA, the teacher-centered coaching model described is an example of an internal professional development program that aligns with research and involves exemplary best practices where the teachers are empowered to: identify the area of focus for growth; gather information about best practices related to the area of development; analyze and interpret the information gathered by research; facilitate training sessions on the topics of interest identified by the teachers; and engage all teaching faculty in study as a learning community. As indicated by analysis of a post-program survey, this practice-based approach to the development of teachers enabled the improvement of their instructional methods and assisted in building knowledge that was useful beyond a particular reform program. A critical look at suggestions for improvement of the model based on international standards of best practice for professional development of teacher educators is also offered.View full textDownload full textKeywordsteacher development, peer coaching, site-based model, high-poverty schools, high-risk schools, diverse schoolsRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/19415257.2012.669392