Finding Expertise in Your Own Backyard

After factoring in registration, travel, lodging, food and substitute teacher costs, we typically could only afford to send a few at a time. [...]when we used this travel approach for professional development, we found limited and inconsistent redelivery efforts to colleagues or implementation effor...

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Bibliographic Details
Published inSchool Administrator Vol. 75; no. 10; pp. 38 - 42
Main Author Link, Laura J
Format Trade Publication Article
LanguageEnglish
Published Arlington American Association of School Administrators 01.11.2018
Subjects
Action research
Classrooms
Collaboration
Educational Improvement
Experts
Higher education
Instructional Leadership
Leadership
Learning
Outcomes of Education
Partnerships in Education
Professional development
Researchers
School superintendents
Student Needs
Students
Success
Teachers
University professors
New York
United States > US
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Summary:After factoring in registration, travel, lodging, food and substitute teacher costs, we typically could only afford to send a few at a time. [...]when we used this travel approach for professional development, we found limited and inconsistent redelivery efforts to colleagues or implementation efforts in the classroom. Professors commit to their research-practice partnership for multiple years, from initial training through implementation, with the goal of helping districts sustain the work on their own. Because the professors work and live in or near the partner school districts, it is easy for them to facilitate the ongoing action research and offer just-in-time assistance when needed. Teachers can apply their earned graduate credits up to 10 years after the partnership. Because most full and tenured professors are already engaged in other research projects, they were reluctant to participate in the partnership.
ISSN:0036-6439