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Our Vision

Our Vision. National Staff Development Council www.nsdc.org. February 2008. From: Individual learning. To: Team-based and schoolwide learning. National Staff Development Council www.nsdc.org. February 2008.

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Our Vision

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  1. Our Vision National Staff Development Council www.nsdc.org February 2008

  2. From:Individual learning To: Team-based and schoolwide learning National Staff Development Council www.nsdc.org February 2008

  3. Learning is both an individual and a social process. Capturing individual learning for the benefit of the group enterprise depends on structures that support interdependence in serious, substantive ways. Elmore, R. (2002, Spring). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: The Albert Shanker Institute. National Staff Development Council www.nsdc.org February 2008

  4. From:Standardization To: High standards for teaching, professional learning, and student learning National Staff Development Council www.nsdc.org February 2008

  5. At the end of the day, the success of standards-based reform will be judged by whether and how it has changed teachers’ practice and improved student achievement. Goertz, M. (2001). Redefining government roles in an era of standards-based reform. Phi Delta Kappan, 83(1), 65. National Staff Development Council www.nsdc.org February 2008

  6. From: Increasing the number of staff development days or periods To: Restructuring the workday of all educators to ensure daily learning experiences National Staff Development Council www.nsdc.org February 2008

  7. A school isn't likely to have a collaborative culture without a consistent time each week for teams to work together during the school day. Principals should protect the collaborative time for teamwork just as teachers protect students' instructional time. DuFour, R., & Burnette, B. (2002). Pull out negativity by its roots. JSD, 23(3), 28. National Staff Development Council www.nsdc.org February 2008

  8. From: Separate individual teacher, school, or district professional development plans To: Effective professional learning embedded into team, school, and district improvement plans National Staff Development Council www.nsdc.org February 2008

  9. The alignment of the pedagogical and leadership practices of the school with its commonly held beliefs determines the integrity of the school and the possibility of equitable outcomes for all students. Professional development programs that do not align with the core values and vision of the school are doomed to failure. Baron, Daniel (2007) Critical Friendship: Leading From The Inside Out. Principal Leadership, 7(9) 56-58 National Staff Development Council www.nsdc.org February 2008

  10. From: Improving teacher practice To: Improving teaching quality and student learning National Staff Development Council www.nsdc.org February 2008

  11. We cannot afford to keep relearning that improvement of students’ learning depends on skillful teaching, and that skillful teaching depends on capable teachers and what they know and can do. Ball, D. L. (2003, February). Mathematics in the 21st century: What mathematical knowledge is needed for teaching mathematics. Washington, DC: U.S. Department of Education Secretary’s Summit on Mathematics. National Staff Development Council www.nsdc.org February 2008

  12. From: Relying on outside experts To: Tapping and building internal expertise National Staff Development Council www.nsdc.org February 2008

  13. Teacher expertise is at the foundation of increasing teacher quality and advancements in teaching and learning. York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 258. National Staff Development Council www.nsdc.org February 2008

  14. From: A single career path for teachers To: Multiple options for teachers to become leaders in schools National Staff Development Council www.nsdc.org February 2008

  15. Teachers who become leaders experience personal and professional satisfaction, a reduction in isolation, a sense of instrumentality, and new learnings--all of which spill over into their teaching. As school-based reformers, these teachers become owners and investors in the school, rather than mere tenants. They become professionals. Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443. National Staff Development Council www.nsdc.org February 2008

  16. From:Inservice education and staff/professional development To: Professional learning National Staff Development Council www.nsdc.org February 2008

  17. Every teacher must be learning … virtually every day. Individual and collective professional learning, getting better and better in the setting in which you work, must be built into the culture of the school in both its internal and external interactions. … most schools, structurally and normatively, are not places where virtually every teacher is a learner all the time. Fullan, Michael (2006, November) Leading professional learning. Think ‘system’ and not ‘individual school’ if the goal is to fundamentally change the culture of schools. 10-13 (12) National Staff Development Council www.nsdc.org February 2008

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