# data[].attributes.body
In Chapter 15 we will examine four research-based approaches that place teachers in more control of their own learning with respect to professional development activities. We will become familiar with each approach and some examples of them in practice. Read each post and view the attached videos.

# data[].attributes.attachment_link.title
No More Bad Coffee: Professional Development That Honors Teachers: Sheryl Chard at TEDxABQED

# data[].attributes.body
This chapter focuses on  "conceptualizing" professional development differently. The 4 approaches are lesson study, teacher action research, cognitively guided instruction (CGI), and instructional coaching. This is rooted in an effort to move teachers from the traditional passive learner role in PD to an active learner role which is more meaningful, effective, and beneficial. Ambitious instruction is considered an important aspect of these approaches.

# data[].attributes.body
According to Ball and Cohen (1999), "a stance of inquiry should be central to the role of teacher". Example:
* Examine the thinking & learning of students * Utilize pre-assessments & formative assessments to gauge student understanding * Learn to teach experimentally based on particular situations * Draw on knowledge of students to make changes in teaching practice.
Teachers engaged in meaningful professional development activities of sustained inquiry with colleagues will most likely support ongoing teacher learning in and from practice, ambitious instruction, & student engagement in high-level learning.

# data[].attributes.headline
Professional Development: The 4 Approaches

# data[].attributes.subject
Professional Development: The 4 Approaches

# data[].attributes.body
* Lesson Study
*Teacher Action Research
* Cognitively Guided Instruction        (CGI)
* Instructional Coaching

# data[].attributes.body
Commonly referred to a "research lessons".
* Teachers collaboratively plan a lesson and one teacher teaches it. Same or different schools.
* Colleagues observe (video) the instruction, take detailed notes on student learning, & determine what did and didn't work well.
* Reflect on the data gathered during the lesson as a group.
* This data is used to improve the lesson and instruction overall.
* Changes are based on areas of student challenges that were observed.
* Has proven to increase teacher commitment to improving instruction and developing their own inquiry stance.

# data[].attributes.attachment_link.title
Collaborative Teaching: Lesson Study at East Brooklyn Community High School

# data[].attributes.body
This is a "systematic inquiry by practitioners about their own work" (Zeichner 1993).  Reasons for teacher participation:
* To better understand and improve their own practices
* To generate knowledge that will be helpful to other teachers.
* To promote more equity and fairness in schooling
The research can be done individually or in a group. The methods can vary such as conferences, journal articles, personal journals, and oral inquiries. It can be implemented by schools, districts, universities, etc.
There is a specific research focus for teachers. Overall, teachers felt this made them more analytical and concerned with their impact as teachers. They developed higher expectations for professional development.

# data[].attributes.attachment_link.title
The Rewards of Action Research for Teachers

# data[].attributes.body
Teachers attend 2 day to 4 week workshops where they learn about a research-based model of children's mathematical thinking. They attend follow-up workshops during the year and receive school-based support. Discussing the principles of instruction is a primary focus.

# data[].attributes.attachment_link.title
How To Lead a Lesson Using Cognitively Guided Instruction HD

# data[].attributes.body
Guidance and support provided to teachers on an individual basis which is non-supervisory and non-evaluative intended to improve teaching practice in the classroom. Coaches can be utilized in many aspects, not just direct, in-class assistance. It has become more popular with schools and districts.

# data[].attributes.body
Which one of the four approaches to professional development do you feel would be more effective? Why?

# data[].attributes.headline
Factors that Support Sustained Implementation

# data[].attributes.subject
Factors that Support Sustained Implementation

# data[].attributes.body
Principals and District Administrators must:
* Provide opportunities for teachers to learn about these approaches & develop research skills
* Promote teacher ownership over the approaches
* Enable teachers to learn from their peers
* Promote collaboration and inquiry with faculty
* Utilize outside experts

# data[].attributes.body
These approaches to professional development may be challenged by the changes to teacher evaluations, specifically, using value-added scores to evaluate them.