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Supporting and Sustaining Teachers' Professional Development


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Table of Contents

List of Tables List of Figures Preface Acknowledgments About the Author Part I: Determining Content 1. How Should Adult and Student Learning Be Linked? 2. How Can Professional Development Be Evaluated? Part II: Designing Professional Development Processes 3. Which Models Best Suit Your Goals? 4. What Do We Know About Effective Practices? Part III: Creating Supportive Contexts 5. How Can Leaders Focus Improvement Efforts? 6. How Are More Enabling Cultures Shaped? 7. How Can Resources Be Optimized? 8. Summing Up Glossary References Index

About the Author

Marilyn Tallerico is a professor of Educational Leadership at Syracuse University. She teaches graduate courses in professional development, curriculum leadership, assessment of teaching, and politics of education. Her work has appeared in the Journal of Staff Development, as well as numerous other research and practitioner journals. She is widely published in the areas of the superintendency, gender, and educational leadership. Her two prior books were Accessing the Superintendency: The unwritten Rules (2000) and City Schools: Leading the Way (1993), the latter co-edited with Patrick B. Forsyth. A theme throughout her work is how educational leaders can promote equity and excellence in the public schools. She has facilitated professional development for school board members, administrators, and teachers. She currently serves on the editorial board of the American Educational Research Journal, and has previously served on the boards of The Educational Administration Quarterly, and the Journal of School Leadership. Her community service and scholarship have been supported by the Educational Foundation of the American Association of University Women, the National Policy Board on Educational Administration, and the New York State Association for Women in Administration. Prior to her position at the university, Marilyn served 12 years in the public schools in Connecticut and Arizona. She has been a central office curriculum administrator, a coordinator of bilingual and English-as-a-Second Language programs, and a Spanish teacher.


"Although there are many resources for building administrators to learn models and implementation issues for quality professional development, few I've seen have compiled as handy a resource as this one." -- Karla Reiss, Founder, Consultant, and Coach
"Tallerico empowers principals with her view that leaders matter and demonstrates how their influence is expanded when they focus their attention on high-quality professional learning that continuously improves teaching, student learning, and relationships within the school community." -- Dennis Sparks, Executive Director

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