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The Open Book Initiative bases its design on numerous comprehensive, effective, and accomplished models where research-proven outcomes have demonstrated improved student achievement. Key initiative features include components of supported professional development that occur in the classroom through continuous evaluation of instructional and student change. This document outlines the training and professional development component of The Open Book Initiative, goals and objectives, and the plan for implementation and evaluation.
The Educational Trust published a comprehensive research and position statement titled Good Teaching Matters - How Well-Qualified Teachers Can Close the Gap (1998). Significant evidence exists suggesting that teacher quality is the most powerful predictor of student success (Sanders, 1996). We know from research how to define what these exceptional teachers are like and their teaching behaviors. "They have a deep preparation in the subjects they teach, actively engage their students in learning activities, conduct frequent assessments and checks on learning, engage in meaningful and ongoing professional development, and have a desire - a passion - to do the work they do." (Minner, 2001, p.2)
However, high-quality professional development is not enough. School principal leadership is key to effective implementation of instructional focus, collaboration, and the challenges that arise during a change process. The effectiveness of professional development efforts is dependent upon the assistance and follow-up support that can be provided and supported by school leaders (Anderman, Smith, & Belzer, 1991). The principal's support is a critical component of The Open Book Initiative design.
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