Synopsis
"Finally, the science and math community has a usable, effective professional development tool, which has been developed by experts in our field." JoAnne Vasquez, Retiring President, National Science Teachers Association
"This is a unique and powerfully practical book combining basic theories and strategies for professional development, and in-depth ideas for improving science and mathematics. There is no other book that integrates subject areas with detailed strategies for professional development." Michael Fullan, Dean of Education, OISE, University of Toronto
"Designing Professional Development for Teachers of Science and Mathematics provides educational leaders with an important resource for improving the teaching of science and mathematics. The authors provide an excellent overview of the professional development that is required if schools truly intend that all their students and staff members will learn and perform at high levels." Dennis Sparks, Executive Director, National Staff Development Council
This book from the National Institute for Science Education can help you design, conduct, and support an effective professional development program for science and math teachers. It describes best practices and depicts ways of addressing critical issues within different contexts. Rich descriptions and discussions illustrate how professional development programs can help math and science teachers:
* Teach their increasingly diverse student population more effectively
* Master the higher, more specialized types of knowledge they need
* Meet and exceed newer, tougher demands for student learning goals
* Translate the examples for your own school or district needs
This book can help you by:
* Identifying the characteristics of effective professional development for your staff
* Showing you 15 professional development strategies that meet the criteria of effective practice
* Offering references and resources for further exploration
* Providing a design framework to customize your professional development program to incorporate different goals.
The authors and follows produced this book as a project of the National Institute for Science Education (NISE), which is based at the National Center for Improving Science Education (NCISE/WestEd) and the University of Wisconsin-Madison.
About the Authors
Susan Loucks-Horsley was the lead author of the first edition of Designing Professional Development for Teachers of Science and Mathematics and directed the professional development research for the National Institute for Science Education on which the book is based. At the time of her passing in 2000, Susan was the associate executive director of Biological Sciences and Curriculum Study (BSCS) and senior research associate for science and mathematics at WestEd. She had previously served as director of professional development and outreach at the National Research Council’s Center for Science, Mathematics, and Engineering Education, where she promoted and monitored standards-based education, especially the National Science Education Standards. Susan was a leading researcher, writer, and professional developer who enjoyed collaborating with others to address education’s toughest problems. She was the lead author of several books, including Continuing to Learn: A Guidebook for Teacher Development, An Action Guide for School Improvement, and Elementary School Science for the 90s. In addition, she wrote numerous reports on teacher development for the National Center for Improving Science Education, as well as chapters and articles on related topics. While at the University of Texas/Austin Research and Development Center for Teacher Education, she worked on the development team of the Concerns-Based Adoption Model (CBAM), a classic framework for understanding and leading change efforts.
Peter W. Hewson is Professor of Science Education at the University of Wisconsin–Madison. He is also the director of a project to develop collaborative research in science and mathematics education between South Africa and the United States. He has been a principal investigator on several other federally funded multiyear projects in science education. As Codirector of the Professional Development Project of the National Institute for Science Education, he coauthored the first edition of Designing Professional Development for Teachers of Science and Mathematics (1998). He teaches in the undergraduate teacher education and graduate science education programs and coordinates a professional development school in Madison. He has been deeply involved in the development of a conceptual change framework and its application to the learning and teaching of science. He has also studied initial teacher education and the continuing professional development of practicing teachers. He has published numerous articles on these and related topics. He received his D.Phil. in theoretical nuclear physics from Oxford University, and he taught physics and science education in South Africa before moving to the United States.
Nancy Love is Director of Program Development at Research for Better Teaching in Acton, Massachusetts, where she leads this education-consulting group’s research and development. She is the former Director of the Using Data Project, a collaboration between TERC and WestEd, where she led the development of a comprehensive professional development program to improve teaching and learning through effective and collaborative use of school data. This program has produced significant gains in student achievement as well as increased collaboration and data use in schools across the country. Love has authored several books and articles on data use, including A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry (2008, Corwin Press) and Using Data to Improve the Learning for All: A Collaborative Inquiry Approach (2009, Corwin). She is also well known for her work in professional development both as a presenter and author of articles and books, including Designing Professional Development for Teachers of Science and Mathematics (Second Edition) with Susan Loucks-Horsley, Kathy Stiles, Susan Mundry, and Peter Hewson (2003, Corwin Press). In 2006, she was awarded the prestigious Susan Loucks-Horsley Award from the National Staff Development Council in recognition of her significant national contribution to the field of staff development and to the efficacy of others.
Katherine E. Stiles is a Senior Program Associate in the STEM Program at WestEd. Katherine is Co-Director of WestEd’s National Academy for Science and Mathematics Education Leadership, providing professional development and support for education leaders nationwide. The foci of the Leadership Academy–effective leadership, educational change, professional development and communities of learners, facilitation, and using data and evidence to achieve results–are reflected in the book, (2013). She designs and leads science and mathematics education program evaluation projects at the school, district, state, and national level, focusing on assessing the quality of professional development, and the relationship between teachers’ conceptual learning, changes in practice, and student learning. Katherine works with schools and districts to enhance student learning through the development of collaborative inquiry into data among staff as part of her work on the Using Data Project and as co-author of (2008). She was co-director of an NSF-funded project, Building Systems for Quality Teaching and Learning in Science, that resulted in the publication of professional development materials and a simulation board game on science education. The project extended the work of the seminal book on professional development that she co-authored, (2010). Prior to joining WestEd in 1995, Katherine worked at the National Science Resources Center in Washington, D.C., as a science curriculum developer and authored four curriculum units for the program.
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