Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hB6JKrm15656; Sat, 6 Dec 2003 14:20:53 -0500 (EST) Date: Sat, 6 Dec 2003 14:20:53 -0500 (EST) Message-Id: <3FEA7926@webmail.utk.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: jataylor <jataylor@utk.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:859] Financing PD - cross post X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Infinite Mobile Delivery (Hydra) SMTP v3.62.01 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 2855 Lines: 74 Cross post from NIFL-EFF. Even though it is K12 related, perhaps it has some relevance to our discussions on paid PD. "A new paper from The Finance Project examines how the financing of professional development directly affects what professional development takes place, how it is made available, who participates, who pays, and what impacts it has. In their view, improving professional development in education depends on better information about how cost-effective those investments are." What questions does this article raise for you? Jackie Taylor NIFL-AALPD This article is from the PEN Weekly NewsBlast for December 5, 2003. DELIVERING, FINANCING & ASSESSING PROFESSIONAL DEVELOPMENT Professional development, including both pre-service and in-service training, is a critical component of the nation’s effort to improve schools and student achievement. Key to ensuring that teachers, principals, and other educators have the knowledge and skills they need to meet the challenges of today's classrooms is ensuring that they have access to sustained, intensive professional development. A new paper from The Finance Project examines how the financing of professional development directly affects what professional development takes place, how it is made available, who participates, who pays, and what impacts it has. In their view, improving professional development in education depends on better information about how cost-effective those investments are. With the goal of concisely synthesizing a range of information not otherwise accessible in one place and disseminating it to the field, this paper examines what pre-service and in-service professional development is required and how it is delivered, financed, and assessed for teachers as well as principals and superintendents. While the status quo of how professional development is delivered around the country and efforts to measure its effectiveness can give a bleak picture when taken as a whole, this paper is in no way intended to condemn what all school systems are doing. To be sure, there are a significant number of districts, schools, and individuals who are doing it right. The focus of The Finance Project’s work in this area is to highlight promising practices and how they are financed, in order to provide models to others who need information to make positive changes. http://www.financeprojectinfo.org/Publications/prof%20dev%2011-2-03.pdf Another article with a similar message can be found in this article by Richard Elmore for the Albert Shanker Institute, in which he discusses the key role of professional development in ensuring the success of standards-based educational improvement efforts. <A HREF="http://www.shankerinstitute.org/Downloads/Bridging_Gap.pdf"> www.shankerinstitute.org/Downloads/Bridging_Gap.pdf</A>
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