Heinemann / ISBN 0-325-00483-8 / 978-0-325-00483-9 / 2002 / 208 pp / paperback
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Nearly every public school teacher in the United States takes part in some form of professional development, according to the U.S. Department of Education's statistics. Yet very little is known about if and how these sessions bring about real change to instruction. In this book, Emily Rodgers and Gay Su Pinnell provide insights into the complexity of providing effective professional development for literacy educators and the challenges of bringing about fundamental change to literacy instruction.

In each chapter, educators—including Billie J. Askew, Yvonne Rodriquez, and Carol Lyons—share their research-based findings about the structure of an effective professional development program for literacy teachers. Some chapters connect professional development initiatives to student outcomes. Others focus on changes in teachers' instructional practices and growing understandings about literacy development. All chapters clearly report the practical implications of professional development that are relevant to anyone interested in literacy education.

The research and experience represented in these chapters encompass many varied models and settings. What binds them together is a common theme: true expertise means developing internal systems for learning while teaching and teaching while learning. Whether you are a classroom teacher, a school administrator, a staff developer, a college professor, or a teacher in training, there is much to be learned from Learning from Teaching.

Table of Contents

Contents:
1. Professional Development Scenarios: What Is and Might Be, E. Rodgers & G. Pinnell
2. A National Overview of Professional Development Programs in Reading, M. Hughes, M. Cash, S. Ahwee & J. Klingner
3. Constructing a Model of Professional Development to Support Early Literacy Classrooms, B. Askew, T. Fulenwider, R. Kordick, S. Scheuermann, P. Vollenweider, N. Anderson & Y. Rodríquez
4. Making a Difference with Professional Development, E. Rodgers, S. Fullerton & D. DeFord
5. Acquiring Conceptual Understanding and Knowledge, G. Pinnell
6. Teachers' Reflections and Meaningful Actions, L. Wold
7. Becoming an Effective Literacy Coach: What Does It Take? C. Lyons
8. Teacher Research as Professional Development: A Study of Teaching and Learning, S. Fullerton & M. Quinn
9. Old Roads and New Paths: What Happens When Two Teachers Attempt an Alternative Teaching Strategy Within a Peer Collaborative Relationship, A. Rodgers
10. Lessons from a Successful Reform Initiative, E. Rodgers
11. Making Decisions as Professional Developers, G. Pinnell & E. Rodgers

Sample Chapters

• Review models of what professional development could be for all teachers. (PDF, 134)