Foreword by Dennis Sparks
Acknowledgments
About the Authors
Introduction
What Has Happened Since the First and Second Editions
The Enduring Challenges of Professional Development
Carrying on Susan Loucks-Horsley’s Work
Purpose of the Book
Changes in the Third Edition
The Audience for This Book
Organization of the Book
How to Use This Book
Values Shared by the Authors
1. A Framework for Designing Professional Development
Inputs Into the Design Process
The Design and Implementation Process
2. Knowledge and Beliefs Supporting Effective Professional
Development
Learners and Learning
Teachers and Teaching
The Nature of Science and Mathematics
Adult Learning and Professional Development
The Change Process
3. Context Factors Influencing Professional Development
Students and Their Learning Needs
Teachers and Their Learning Needs
Curriculum, Instruction, Assessment Practices, and the Learning
Environment
Organizational Culture and Professional Learning Communities
Leadership
National, State, and Local Policies
Available Resources
Families and Communities
Resources for Investigating Context
4. Critical Issues to Consider in Designing Professional
Development
Building Capacity for Sustainability
Making Time for Professional Development
Developing Leadership
Ensuring Equity
Building a Professional Learning Culture
Garnering Public Support
Scaling Up
5. Strategies for Professional Learning
Selecting Strategies for a Professional Development Structures
A Repertoire of Stratgies for Professional Learning
6. The Design Framework in Action
Tapping the Knowledge Bases, Framing Beliefs: "We Stood on the
Shoulders of Giants"
Knowledge and Beliefs About the Nature of Learning and Teaching
Mathematics and Science
Equity Matters: "All Humans Are Educable"
Knowledge and Beliefs About Teachers
Knowledge of Effective Professional Development
Knowledge of the Change Process
Reflect and Revise: Experience as a Source of Knowledge
Making Compromises
Context
The Professional Development Design Process
Design Framework in Action: Cases
References
Index
Susan Loucks-Horsley was the lead author of the first edition of
Designing Professional Development for Teachers of Science and
Mathematics and directed the professional development research for
the National Institute for Science Education on which the book is
based. At the time of her passing in 2000, Susan was the associate
executive director of Biological Sciences and Curriculum Study
(BSCS) and senior research associate for science and mathematics at
WestEd. She had previously served as director of professional
development and outreach at the National Research Council’s Center
for Science, Mathematics, and Engineering Education, where she
promoted and monitored standards-based education, especially the
National Science Education Standards. Susan was a leading
researcher, writer, and professional developer who enjoyed
collaborating with others to address education’s toughest problems.
She was the lead author of several books, including Continuing to
Learn: A Guidebook for Teacher Development, An Action Guide for
School Improvement, and Elementary School Science for the 90s. In
addition, she wrote numerous reports on teacher development for the
National Center for Improving Science Education, as well as
chapters and articles on related topics. While at the University
of Texas/Austin Research and Development Center for Teacher
Education, she worked on the development team of the Concerns-Based
Adoption Model (CBAM), a classic framework for understanding and
leading change efforts. Katherine E. Stiles is a Senior Program
Associate in the STEM Program at WestEd. Katherine is Co-Director
of WestEd’s National Academy for Science and Mathematics Education
Leadership, providing professional development and support for
education leaders nationwide. The foci of the Leadership
Academy–effective leadership, educational change, professional
development and communities of learners, facilitation, and using
data and evidence to achieve results–are reflected in the book,
(2013). She designs and leads science and mathematics education
program evaluation projects at the school, district, state, and
national level, focusing on assessing the quality of professional
development, and the relationship between teachers’ conceptual
learning, changes in practice, and student learning. Katherine
works with schools and districts to enhance student learning
through the development of collaborative inquiry into data among
staff as part of her work on the Using Data Project and as
co-author of (2008). She was co-director of an NSF-funded project,
Building Systems for Quality Teaching and Learning in Science, that
resulted in the publication of professional development materials
and a simulation board game on science education. The project
extended the work of the seminal book on professional development
that she co-authored, (2010). Prior to joining WestEd in 1995,
Katherine worked at the National Science Resources Center in
Washington, D.C., as a science curriculum developer and authored
four curriculum units for the program. Susan Mundry is currently
deputy director of Learning Innovations at WestEd and the associate
director of WestEd’s Mathematics, Science, and Technology Program.
She directs several national or regional projects focused on
improving educational practice and oversees the research and
evaluation projects of Learning Innovations. She is codirector of a
research study examining the distribution of highly qualified
teachers in New York and Maine for the Northeast & Islands Regional
Education Laboratory and is the project codirector for the
evaluation of the Intel Mathematics Initiative, a professional
development program for elementary and middle grades teachers aimed
at increasing student outcomes in mathematics. She is also a
Principal Investigator for two National Science Foundation projects
that are developing products to promote the use of research-based
practice in science and mathematics. Since 2000, Mundry has
codirected the National Academy for Science and Mathematics
Education Leadership, which provides educational leaders with
training and technical assistance on professional development
design, leading educational change, group facilitation, data
analysis and use, and general educational leadership, as well as
access to research-based information to improve teaching and
learning. Building on this work, she provides technical assistance
to several large urban schools districts engaged in enhancing
leadership and improving math and science programs.
As a senior research associate for the National Institute for
Science Education (1997-2000), Mundry conducted research on
attributes of effective professional development. She served on the
national evaluation team for the study of the Eisenhower
Professional Development program led by the American Institutes for
Research, where she worked on the development of national survey
instruments and the protocols for case studies. From 1982 to 1997,
Mundry served in many roles from staff developer to associate
director at The NETWORK, Inc., a research and development
organization focused on organizational change and dissemination of
promising education practice. There, she managed the work of the
National Center for Improving Science Education and the Center for
Effective Communication, provided technical assistance to schools
on issues of equity and desegregation, oversaw national
dissemination programs, and co-developed the “Change Game,” (Making
Change for School Improvement) a simulation game that enhances
leaders’ ability to lead change efforts in schools and
districts.
Mundry has written several books, chapters, and articles based on
her work. She is coauthor of the best selling book, Designing
Effective Professional Development for Teachers of Science and
Mathematics (2nd edition), as well as Leading Every Day: 125
Actions for Effective Leadership, which was named a National Staff
Development Council Book of the Year in 2003. Her latest book is
The Data Coach’s Guide to Improving Learning for All Students
(2008).
Nancy Love is Director of Program Development at Research for
Better Teaching in Acton, Massachusetts, where she leads this
education-consulting group’s research and development. She is the
former Director of the Using Data Project, a collaboration between
TERC and WestEd, where she led the development of a comprehensive
professional development program to improve teaching and learning
through effective and collaborative use of school data. This
program has produced significant gains in student achievement as
well as increased collaboration and data use in schools across the
country. Love has authored several books and articles on data use,
including A Data Coach’s Guide to Improving Learning for All
Students: Unleashing the Power of Collaborative Inquiry (2008,
Corwin Press) and Using Data to Improve the Learning for All: A
Collaborative Inquiry Approach (2009, Corwin). She is also well
known for her work in professional development both as a presenter
and author of articles and books, including Designing Professional
Development for Teachers of Science and Mathematics (Second
Edition) with Susan Loucks-Horsley, Kathy Stiles, Susan Mundry, and
Peter Hewson (2003, Corwin Press). In 2006, she was awarded the
prestigious Susan Loucks-Horsley Award from the National Staff
Development Council in recognition of her significant national
contribution to the field of staff development and to the efficacy
of others. Peter W. Hewson is Professor of Science Education at the
University of Wisconsin–Madison. He is also the director of a
project to develop collaborative research in science and
mathematics education between South Africa and the United States.
He has been a principal investigator on several other federally
funded multiyear projects in science education. As Codirector of
the Professional Development Project of the National Institute for
Science Education, he coauthored the first edition of Designing
Professional Development for Teachers of Science and Mathematics
(1998). He teaches in the undergraduate teacher education and
graduate science education programs and coordinates a professional
development school in Madison. He has been deeply involved in the
development of a conceptual change framework and its application to
the learning and teaching of science. He has also studied initial
teacher education and the continuing professional development of
practicing teachers. He has published numerous articles on these
and related topics. He received his D.Phil. in theoretical nuclear
physics from Oxford University, and he taught physics and science
education in South Africa before moving to the United States.
"The third edition of Designing Professional Development for
Teachers of Science and Mathematics, like the two previous ones,
represents the gold standard for resources available to those
working in the field of professional development. My staff and I
highly recommend this book become a primary resource for designing
and continuously improving professional development programs for
teachers of science and mathematics. Unlike other resources, this
unique and important book provides current research, an updated
strategic planning framework, and access to a portfolio of best
practices for informing your work.”
*Sally Goetz Shuler, Executive Director*
“I would highly recommend this book to anyone who is serious about
developing and providing relevant and transformative professional
development to teachers and school leaders.”
*Mathematics Teaching in the Middle School, April 2011*
"In the 21st century when STEM education has become vital for our
students and our nation and the importance of quality professional
development has increased at least tenfold, this seminal work
should be required reading for every education leader. It is both
practical and scholarly in guiding a school toward a culture of
continuous learning and improvement."
*Harold Pratt, President, Science Curriculum Inc.*
"Drawing upon both research and the wisdom of practice, this book
makes accessible our current understanding of best practices in
professional development design. The book notes the importance of
professional development modeling the kinds of instruction teachers
are expected to use, so it was gratifying to see the extent to
which the third edition itself ′walks the talk′ by making the
authors′ beliefs explicit and transparent."
*Iris R. Weiss, President*
"Great guidance from some of the best thinkers in the field, with
lots of easy-to-grasp examples you can wrap your mind around. This
is the ‘go-to’ book for anyone supporting math and science teachers
in the improvement of their practice toward better learning for all
students."
*Cathy Seeley, Past President, National Council of Teachers of
Mathematics*
"Once again, this edition will help shape and guide professional
development across this nation. The updated research and resources
help those of us in the field design for better teacher learning
with greater results on student achievement."
*Kathy DiRanna, K-12 Alliance Statewide Director*
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