Professional development: a key to Kentucky's educational reform effort

Borko, Hilda; Elliott, Rebekah; Uchiyama, Kay

doi:10.1016/s0742-051x(02)00054-9

Cited by 78 publications

(64 citation statements)

References 14 publications

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“…In the other three cases, states either did not offer or districts did not take advantage of state level discussions around content standards. As others have demonstrated, we suggest that the most productive way to build capacity for reform seems to tailor support to local strengths and needs (Borko, Wolf, Simone, & Uchiyama, 2003;Borko, Elliott, & Uchiyama, 2002).…”

Section: Discussionmentioning

confidence: 55%

The Relationship Between State and District Content Standards:Issues of Alignment, Influence and Utility

Dutro

Valencia

2004

EPAA

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At the core of standards-based reform are content standards--statements about what students should know and be able to do. Although it is state standards that are the focus of much public attention and consume substantial resources, many local school districts have developed their own content standards in the major subject areas. However, we know very little about the role state standards have played in local standards efforts. In this article we report on a study of the relationship between state and local content standards in reading in four states and districts. Through interviews with key personnel in each state, and district and analyses of state and local content standards in reading, we explored the alignment between state and district content standards, the path of influence between the two, and the role of high-stakes tests in state and districts reform efforts. Our findings suggest that alignment had multiple meanings and that state standards had differential utility to districts, ranging from helpful to benign to nuisance. This wide variability was influenced by the nature of the standards themselves, the state vision of alignment and local control, districts’ own engagement and commitment to professional development, and student performance on high-stakes tests. We explore implications for the future of content standards as the cornerstone of standards-based reform and argue that states must promote district ownership and expand accountability if state content standards are to have any relevance for local efforts to reform teaching and learning.

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Section: Discussionmentioning

confidence: 55%

The Relationship Between State and District Content Standards:Issues of Alignment, Influence and Utility

Dutro

Valencia

2004

EPAA

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“…Supervision is a formative process that focuses on professional development, identifying specific needs of individual teachers as well as those of the school as a whole (Borko, Elliot, & Uchiyama, 2002;Hazi & Rucinski, 2009). If the goal is to impact teaching behaviors in the classroom, administrators need to focus less on evaluation and more on providing ongoing supervision (Berube & Dexter, 2006).…”

Section: Teacher Evaluation and Supervisionmentioning

confidence: 99%

“…Reflection with others can also be used as a tool for an entire school community to move from focusing on individual teacher success in the classroom, to building a climate and culture of shared responsibility for the success of all students' achievement within the school (Borko, et al, 2002). In order to achieve a shared sense of responsibility, administrators must work towards a school climate in which collaboration and growth are supported.…”

Section: Implications Of Theory and Research On Supporting Teacher Grmentioning

confidence: 99%

A Phenomenological Exploration of How Public School Administrators Balance Teacher Evaluation and Support of Teacher Growth

Slattery¹

2017

Preprint

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Educational reform efforts over the past several decades have focused on different ways to address student achievement. Since the quality of the teacher that students have is one of the biggest in-school factors that impact student achievement, schools have focused on identifying, measuring, and improving teacher quality. Some of those reform efforts have focused their attention on teacher evaluation as a way of increasing student achievement. There has been much research on the components quality evaluation tools.There is also research on ways to impact and change teacher practice. Unfortunately most evaluation tools do not impact teaching practice. Rhode Island administrators are current facing the challenge of implementing a high stakes evaluation system while also finding ways to help support growth and development of their teachers. This phenomenological study used open-ended interviews to understand how six administrators in Rhode Island negotiate that complexity. Administrators interviewed emphasized the importance of developing a trusting positive climate and utilizing this climate, along with various components of the evaluation system, to provide teachers with the kinds of support that will impact teacher growth and practice in the classroom. Administrators also expressed their frustration at some of the elements of the evaluation system and limitations they have found in their ability to impact teacher change. Findings from this study have implications for those revising or creating educator evaluation systems, as well as for administrators who must use high stakes evaluation systems while simultaneously attempting to impact teacher growth, development and change in practice.iii ACKNOWLEDGEMENTS

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“…Their findings support Ely's (1999) view that the relationship between commitment and leadership is important as the two factors are prerequisites for the successful implementation of innovations. This was upheld by Adey (2004) who cited studies such as Guskey & Huberman (1995), Bullough et al, (1998), Borko et al, (2002), Fullan & Steigelbauer (1991), Joyce & Weil (1986), and Joyce and Showers (1988) to support his claim that institutional support is necessary for the successful implementation of technology.…”

Section: Introductionmentioning

confidence: 99%

Grappling with technology: A case of supporting Malaysian Smart School teachers' professional development

Thang¹,

Murugaiah

Lee

et al. 2010

AJET

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This paper discusses the challenges faced by a group of Smart School teachers in a partnership model designed to help them develop professionally through the use of online tools. This model known as e-CPDelT: Model 2020 is loosely based on the successful, UK based Improving the Quality of Education For All (IQEA) project (Hopkins et al., 1996). The model was piloted on 20 teachers of English, mathematics and science from 5 Smart Schools around Kuala Lumpur. It features collaboration between these teachers in the hope that it would lead to the development of viable communities of practice. Teacher collaboration in this pilot was in the form of (a) sharing text based narratives of perceived good lessons through blogs and (b) sharing of video clips of good lessons through the ViP (Virtual interactive Platform) and (c) forum discussions of lessons. Data were obtained from teacher interviews and mentor reflections. Brinkerhoff's (2006) framework on technology adoption was used to identify the challenges faced by these teachers. The findings revealed that teachers faced resource, institutional, informational and attitudinal problems. The paper concludes with discussion of suggested measures to improve technology adoption by teachers.

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Professional development: a key to Kentucky's educational reform effort

Cited by 78 publications

References 14 publications

The Relationship Between State and District Content Standards:Issues of Alignment, Influence and Utility

The Relationship Between State and District Content Standards:Issues of Alignment, Influence and Utility

A Phenomenological Exploration of How Public School Administrators Balance Teacher Evaluation and Support of Teacher Growth

Grappling with technology: A case of supporting Malaysian Smart School teachers' professional development

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