Designs for Learning : A New Architecture for Professional Development in Schools

by Paul V Bredeson

• ISBN13: 9780761978909
• ISBN10: 0761978909
• Format: Paperback
• Copyright: 2002-11-12
• Publisher: Corwin Pr

Summary

This insightful guide offers straightforward explanations of the past, present, and future of professional development programs.

Author Biography

Paul V. Bredeson is a Professor of Educational Administration at the University of Wisconsin-Madison

Table of Contents

List of Tables and Figures	xii
Preface	xv
About the Author	xxiii
PART I REDESIGNING PROFESSIONAL LEARNING FOR EDUCATORS	1	(56)
Breaking the Box: New Designs for Professional Learning in Schools	3	(17)
Introduction	3	(2)
Thinking Outside and Beyond the Box	5	(1)
Utilitas, Firmitas, and Venustas: Essential Components of Architecture	5	(2)
Function (Utilitas)	5	(1)
Structure (Firmitas)	6	(1)
Beauty (Venustas)	7	(1)
Professional Development Design Themes	7	(5)
Design Theme One---Professional Development Is About Learning	9	(1)
Design Theme Two---Professional Development Is Work	9	(1)
Design Theme Three---Professional Expertise Is a Journey, Not a Credential	10	(1)
Design Theme Four---Opportunities for Professional Learning That Informs Practice Are Unbounded	11	(1)
Design Theme Five---Student Learning, Professional Development, and Organizational Mission Are Intimately Related	11	(1)
Design Theme Six---Professional Development Is About People, Not Programs	12	(1)
Why Is It Important to Redesign Professional Development in Schools?	12	(4)
Changing the Paradigm of Professional Development	16	(4)
Building Beneath the Surface: Footings and Foundations in Professional Development	20	(20)
Introduction	20	(1)
Foundations for Professional Learning	21	(3)
Site Selection	21	(2)
Learning From Others: Models and Menus	23	(1)
Laying the Footings: Deep, Wide, and Durable	24	(5)
Deep Enough	24	(3)
Wide Enough	27	(1)
Durable Enough	28	(1)
Laying Footings in Professional Development That Are Deep, Wide, and Durable	29	(3)
Personal Actions	29	(1)
Creating Structures	30	(1)
Creating a Learning Culture	31	(1)
Developing Political Support	32	(1)
Defining Professional Development	32	(5)
Learning Opportunities	34	(1)
Engagement	35	(1)
Improved Practice	36	(1)
Conclusion	37	(3)
Creating a Professional Learning Community	40	(17)
Introduction	40	(1)
Professional Learning Community: What Is It?	41	(6)
Professional: More Than a License	42	(2)
Learning	44	(2)
Community	46	(1)
A Powerful Combination: Professional-Learning-Community	47	(4)
Strategies for Building a Professional Learning Community	48	(3)
Assessing Attributes of Professional Learning Community	51	(2)
The Unlearning School Community	52	(1)
Conclusion	53	(4)
PART II CREATING LEARNING SPACES IN AND BEYOND WORK	57	(80)
Professional Development ``As'' Work	59	(18)
Introduction	59	(1)
Expanding the Concept of Professional Development	60	(1)
Rethinking Professional Development: New State Regulations	60	(1)
Professional Development and Teacher Evaluation	61	(1)
The Nature and Context of Professional Work in Schools	61	(5)
Characteristics of Professional Work in Schools	62	(4)
Toward a New Architecture for Professional Development: Three Major Shifts	66	(6)
Conceptual Shifts	68	(1)
Structural Shifts	68	(2)
Cultural Shifts	70	(2)
Implications for Educational Stakeholders	72	(2)
Implications for Teachers	72	(1)
Implications for Administrators	73	(1)
Implications for School Boards	74	(1)
Conclusion	74	(3)
Professional Development ``In'' Work	77	(15)
Introduction	77	(1)
Defining Professional Development ``In'' Work	78	(1)
Job-Embedded Learning: Some Things We Know	79	(1)
Advantages to Professional Development ``In'' Work	80	(1)
Professional Learning ``In'' Work	81	(3)
Individual Informal	82	(1)
Individual Structured	83	(1)
Collaborative Informal	83	(1)
Collaborative Structured	84	(1)
Limitations to Job-Embedded Learning	84	(2)
Motivators and Barriers to Professional Development ``In'' Work	86	(2)
Conclusion	88	(4)
Professional Development ``At'' Work	92	(14)
Introduction	92	(1)
Surveying the Landscape of Workplace Learning	93	(4)
Workplace Learning in Schools	93	(2)
A Cautionary Note on Workplace Learning in Schools	95	(1)
Professional Development ``At'' Work: A Familiar Paradigm	95	(2)
Creating Optimal Conditions for Workplace Learning	97	(4)
Social Organization of School	97	(1)
Resources	98	(3)
Individual and Team Characteristics	101	(1)
Workplace Learning: Promises and Problems	101	(1)
Conclusion	102	(4)
Professional Development ``Outside'' of Work	106	(17)
Introduction	106	(1)
What is Professional Development ``Outside'' of Work?	107	(1)
Barriers to Professional Development ``Outside'' of Work	108	(2)
Creating and Supporting Professional Development ``Outside'' of Work	110	(5)
Integrative / Connected Designs	112	(1)
Delivery and Content	112	(1)
Professional Development Context: Support for Professional Learning ``Outside'' of Work	113	(1)
Professional Development Outcomes	114	(1)
Sharing Professional Knowledge: Team Learning	115	(3)
Team Learning in Action: Three Vignettes	117	(1)
Conclusion	118	(5)
Professional Development ``Beyond'' Work	123	(14)
Introduction	123	(1)
Broadening and Deepening Our Understanding of Professional Development	124	(2)
Beyond Technique	126	(1)
Professional Development Journeys ``Beyond'' Work	127	(6)
Journeying Out There	128	(2)
The Journey Inward	130	(3)
Conclusion	133	(4)
PART III EVALUATING AND IMPLEMENTING NEW DESIGNS FOR PROFESSIONAL LEARNING	137	(26)
Evaluating the Architecture of Professional Development	139	(14)
Introduction	139	(1)
Utilitas, Firmitas, and Venustas: A Reprise	140	(2)
Why Evaluate Professional Development?	142	(1)
Evaluating Professional Development: Purposes and Contexts	143	(1)
Critical Levels of Professional Development Evaluation	144	(5)
Participants' Reactions: Journey to a Sami Camp	145	(1)
Participants' Learning: Classroom Action Research	146	(1)
Organizational Support and Change: Peer Coaching	147	(1)
Participants' Use of New Knowledge and Skills: Off-Site Technology Training	148	(1)
Student Learning Outcomes: Teacher Study Groups	148	(1)
Constructing Successful Professional Development Evaluations	149	(2)
Conclusion	151	(2)
From Design Studio to School Site	153	(10)
Introduction	153	(1)
Reviewing the Landscape of Professional Development	154	(3)
Breaking the Box	154	(1)
Building Beneath the Surface: Footings and Foundations in Professional Development	154	(1)
Creating a Professional Learning Community	155	(1)
Professional Development ``As'' Work	155	(1)
Professional Development ``In'' Work	155	(1)
Professional Development ``At'' Work	156	(1)
Professional Development ``Outside'' of Work	156	(1)
Professional Development ``Beyond'' Work	157	(1)
Evaluating the Architecture of Professional Development	157	(1)
Confronting Challenges in Designs for Professional Learning	157	(2)
The Language of Architecture	159	(4)
Professional Development Is About Learning	159	(1)
Professional Development Is Work	160	(1)
Professional Expertise Is a Journey, Not a Credential	160	(1)
Opportunities for Professional Learning Are Unbounded	161	(1)
Student Learning, Professional Development, and Organizational Mission Are Intimately Related	161	(1)
Professional Development Is About People, Not Programs and Activities	162	(1)
Index	163