The process by which individuals obtain, strengthen, and maintain professional knowledge, skills, and abilities. In addition, it refers to learning teams’ growth in setting and achieving their own teaching and learning objectives over time.
Published in Chapter:
Potentials and Challenges of a Situated Professional Development Model
Dante Cisterna (Pontificia Universidad Catolica de Chile, Chile), Amelia Wenk Gotwals (Michigan State University, USA), Tara M. Kintz (Michigan State University, USA), John Lane (Michigan State University, USA), and Edward Roeber (Michigan Assessment Consortium, USA)
Copyright: © 2016
|Pages: 30
DOI: 10.4018/978-1-5225-0204-3.ch008
Abstract
The purpose of this chapter is to describe a statewide professional development program designed to improve teachers' knowledge and practices around formative assessment. The authors describe three key characteristics that guided the program design: (1) providing a framework for formative assessment; (2) providing opportunities for flexible implementation; and (3) providing support for capacity development. The chapter provides examples of the ways the program was instantiated at the local level, discusses the potentials and challenges related to the professional development implementation, and illustrates connections to teacher learning about formative assessment. The authors provide recommendations that may help individuals who design and deliver professional development that balance large-scale program expectations (e.g., state-level) with local and situated contexts of implementation. General implications for the design and enactment of situated professional development models are also described.