Student achievement is increased through professional development and improvements in knowledge and skill
Attributes of effective professional development include the following:
- Effective professional development fosters a culture of continuous improvement for all engaged in the learning endeavor.
- Effective professional development is that which improves the learning of all students, including those with different educational needs, learning styles, and incremental abilities, and those from diverse cultural and linguistic backgrounds.
- Professional development is most effective when there are clear research-based expectations for what teachers should know and be able to do to support student learning.
- Professional development is most effective when it takes place in professional learning communities.
- Professional development is most effective when there is collaborative leadership and shared responsibility for improving teaching and learning.
- Professional development is most effective when it is job embedded, directly relevant to classroom practice, provided over time, and when it provides opportunity for practice of new strategies, time to reflect on changes, and time to integrate new learning into the teaching practice.
- Professional development is most effective when adequate resources are provided.
[From: New York State Professional Development Standards; http://www.highered.nysed.gov/tcert/pdf/pdstds.pdf ]
Dana, N. F., & Yendel-Hoppey, D. . The Reflective Educator’s
Guide to Professional Development:Coaching Inquiry-Oriented Learning Communities. Corwin, Thousand Oaks, CA, 2008.
The authors focus on establishing and maintaining healthy, inquiry-oriented professional learning communities: locating a “wondering,” conducting action research, analyzing data, sharing, reflecting, and growing.
Danielson, C. Enhancing Professional Practice: A Framework for Teaching (2nd ed.). ASCD, Alexandria, VA.
The work of library/media specialists is integral to the instructional program of the school. Danielson offers components of the library media specialist’s responsibilities in the four domains: planning and preparation, the environment, delivery of service, and professional responsibilities.
Dickinson, G. A Place to Stand. Library Media Connection 26(8), 10-12, March, 2008. Dickinson discusses the new Standards for the 21st Century Learner and includes skills, dispositions, responsibilities, and self-assessment strategies for 21st century librarianship.
Desimone, Laura M. Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, Vol. 38, No. 3, 181-199, 2009.
Jones, J., & Bush, G. What Defines an Exemplary School Librarian? An Exploration of Professional Dispositions. Library Media Connection 27(6), 10-12, May/June, 2009.
Jones and Bush discuss what dispositions are not, as well as what they are, and assert that school librarians must acquire and practice the dispositions-in-action that they expect of their students. They cite research which shows three essential components of dispositional behavior: sensitivity, inclination, and ability.
American Association of School Librarians (AASL).
Information on awards, grants, conferences, continuing education, education and careers, guidelines and standards, issues and advocacy, publications and journals, research and statistics.
New York State Professional Development Standards
Partnership for 21st Century Skills
Professional Development: A 21st Century Skills Implementation Guide
Guiding recommendations, promising directions, action steps that can be taken to move states, districts and schools towards ensuring that students will be prepared for success.
Section of School Librarians (SSL) of the New York Library Association - The purpose of SSL, originally organized as the School Library Medis Section (SLMS) in 1944, is to lead in advancing the profession; to encourage, promote, and advocate the interest of school library media programs, school library media specialists and school library systems; and to ensure that each student becomes an active reader, responsible information seeker, and critical thinker.
School Library System Association of New York State
School Library Systems are a collection of state-aided programs sponsored by each BOCES or 'Big 5' city school district. They provide vital library and information resources to public and nonpublic schools throughout the state. Each system operates under a state approved plan of service to provide:
- leadership and training through professional development activities
- assistance with resource-sharing among its member school libraries
- access and training in technology for information literacy skills
- assistance and direction with cooperative collection development of school library materials
- leadership in meeting information needs of special client groups
- information on regional library issues with public, academic and special libraries
[Photo courtesy New York Library Association]