Professional Development: A Key to Kentucky's Reform Effort

Borko, Hilda; Elliott, Rebekah; Uchiyama, Kay

doi:10.1037/e649962011-001

Cited by 5 publications

(5 citation statements)

References 6 publications

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“…The challenge, of course, is how to scale-up such an intensive push on professional development. We have no suggestions here for short cuts but take our lead from several successful longterm efforts where school districts or states have provided the framework and ample resources for on-site support of teachers (e.g., Au & Carroll, 1997;Borko, Elliott, & Uchiyama, 1999;Elmore & Burney, 1998;Stein & D'Amico, in press). We would suggest a particular emphasis on new and beginning teachers who would benefit from mentoring programs with a strong subject-matter focus and coaches who support their efforts to try instructional strategies that may be different from their more senior colleagues (Grossman, Thompson, & Valencia, in press).…”

Section: Discussionmentioning

confidence: 99%

Below the Bar: Profiles of Students who Fail State Reading Assessments

Buly

Valencia

2002

Educational Evaluation and Policy Analysis

154

132

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State and school districts are looking for policies they believe will improve student performance. As a result, assessments have proliferated, stakes have increased, and specific curriculum and instructional approaches are being mandated. In this study, we probed beneath students' failing scores on a state reading assessment to investigate the needs of struggling students and implications for policy. We found that scores on state tests mask distinctive and multifaceted patterns of students' reading abilities that require dramatically different instructional emphases. We explore the implications of this complexity for state and local reform efforts that target improved teaching and learning.

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Section: Discussionmentioning

confidence: 99%

Below the Bar: Profiles of Students who Fail State Reading Assessments

Buly

Valencia

2002

Educational Evaluation and Policy Analysis

154

132

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“…The TOT approach is based on the underlying premise that initial paraprofessional training is most successful when it meets the needs of the local districts and programs and is offered using local expertise (French, 2003a;French & Cabell, 1993). The TOT approach facilitates training of a large numbers of trainers, reaches all corners The CO-TOP*EIS -Training of Trainers Model of a state in a cost effective manner, and ensures that local expertise continues to be available within a county or district without direct reliance on CO-TOP*EIS project staff (Borko, Elliot, & Uchiyama, 1999;Chopra, 2004;French, 2003a).…”

Section: Project Design and Accomplishmentsmentioning

confidence: 99%

Colorado's Model for Preparing Paraprofessionals for Rural Early Intervention Programs

Chopra

Banerjee

DiPalma

et al. 2013

Rural Special Education Quarterly

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Under the supervision of a licensed early intervention provider, paraprofessionals play an indispensable role in implementation of home and community-based services to infants and toddlers with developmental delays or disabilities and their families in Colorado. The Individuals with Disabilities Education Act of 2004 requires that paraprofessionals be appropriately trained for their unique roles; however, early intervention paraprofessionals, particularly in rural areas, have limited access to quality preparation programs. This article shares an example of a statewide model of preparation and training for early intervention paraprofessionals. The outcomes achieved, lessons learned, and next steps in the implementation of the model are also presented.

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“…Thus, self‐examination of experiences in the classroom, observer evaluations of a teacher’s practice, online venues and courses, co‐teaching, study groups and networks, mentoring, and reflecting on lessons taught can all be viewed as professional development (Borko 2004; Darling‐Hammond 2005; Desimone 2009). Professional development activities also must be sustained over time and supported by modeling, mentoring, and feedback (Borko et al. 2002; Garet et al.…”

Section: ‘Language Variation In the Classroom’ Professional Developmementioning

confidence: 99%

A Conceptual Framework for Promoting Linguistic and Educational Change

Mallinson

Hudley

Strickling

et al. 2011

Language and Linguist. Compass

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We provide a conceptual framework for promoting linguistic and educational change by describing partnerships that bring together linguists’ and educators’ views on language and school success. From fall 2008 through fall 2010, we held workshops based on the professional development principles of co‐constructed knowledge, experiential learning, and collaboration with approximately 200 educators. These workshops integrated sociolinguistic information into approaches to multicultural education with which educators were familiar. Fourteen educators participated in our study of how they integrated workshop material into their pedagogy and their views on language variation and education. Data collected from interviews with the participants, reflective essays, journal entries, and curricular materials revealed three themes. The educators expressed the need to view language as a key component of multicultural education, the need to bring the perspective on language awareness back to their schools and classrooms, and the realization that knowledge of language variation was critical to assessing linguistically and culturally diverse student populations. We advocate for building collaborative partnerships between educators and linguists that integrate cultural and linguistic knowledge. Such partnerships expand linguists’ and educators’ knowledge base about language and culture and enable linguists and educators to work more effectively to address educational issues facing culturally and linguistically diverse student populations.

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Professional Development: A Key to Kentucky's Reform Effort

Cited by 5 publications

References 6 publications

Below the Bar: Profiles of Students who Fail State Reading Assessments

Below the Bar: Profiles of Students who Fail State Reading Assessments

Colorado's Model for Preparing Paraprofessionals for Rural Early Intervention Programs

A Conceptual Framework for Promoting Linguistic and Educational Change

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