This book focuses on the professional development of teachers and discusses issues related to science education reform. The content of the book is divided into two parts. Part 1, Professional Development: Implications for Science Leadership, chapters include: (1) "The Role of the Science Leader in Implementing Standards-Based Science Programs" (Harold Pratt); (2) "Moving Teachers from Mechanical to Mastery: The Next Level of Science Implementation" (JoAnne Vasquez and Michael B. Cowan); (3) "Learning and Teaching Critical Thinking Skills in the Information Age: A Challenge in Professional Development for Science Teachers" (J. Preston Prather and Maurice Houston Field); (4) "Bringing about School Change: Professional Development for Teacher Leaders" (Josephine D. Wallace, Catherine R. Nesbit, and Carol R. Newman); (5) "Building Capacity for Systemic Reform in Mathematics and Science Education: A Focus on a Develop-the-Developer Model" (Karen J. Charles and Francena D. Cummings); and (6) "The Precollege Program: A Collaborative Model of Student Enrichment and Professional Development in Mathematics and Science" (Patricia S. Moyer and Eric D. Packenham). Part 2, Professional Development and the Diverse Learner, chapters include: (1) "LEARN North Carolina: A Teacher-Directed Model of Technology Integration" (David J. Walbert); (2) "Teaching Science to Diverse Learners: A Professional Development Perspective" (Paul Rowland, Donna Montgomery, Greg Prater, and Sam Minner); (3) "Leadership in a Multicultural World: Transforming Today's Science Classrooms" (Deborah J. Tippins and Sharon E. Nichols); (4) "Knowing Others and Other Ways of Knowing: Cultural Issues in the Teaching of Science" (M. Elaine Davis); (5) "Reform and Museums: Enhancing Science Education in Formal and Informal Settings" (Judith K. Sweeney and Susan E. Lynds); (6) "Access to Technology: The Equity Dilemma for Science Educators" (Rebecca P. Butler); and (7) "Principles and Practices in Multicultural Science Education: Implications for Professional Development" (Gerry M. Madrazo, Jr., and Jack Rhoton). (YDS)

"At last we have a book that realistically, empathically, and interestingly describes leadership and the professional development work that needs to accompany it—for principals. It is all here: readings, web sites, theory, practice, helpful forms to use, vignettes of principals. Lindstrom and Speck are both ′insiders′ and ′outsiders′ teaching us in the best of ways how to both think about and act on our new knowledge!" Ann Lieberman, Senior Scholar Carnegie Foundation for the Advancement of Teaching "This is the book to read! I will recommend it to my colleagues the minute it is off of the press. The authors should be very proud of their work and contribution to a pivotal need in the field. Bottom line: It will help improve what we do for children—our ultimate purpose." Becky J. Cooke, Principal Evergreen Elementary School, Spokane, WA Raise student achievement by developing leadership, teamwork, skills, and knowledge in teachers! Individual teachers have the greatest effect on student performance. Principals, as professional development leaders, are in the best position to provide teachers with the professional development strategies they need to improve their skills and raise student achievement. The Principal as Professional Development Leader guides readers through a step-by-step process to formulate, implement, and evaluate long-term professional development. Authors Phyllis H. Lindstrom and Marsha Speck simplify and focus the function of the principal as professional development leader by providing scenarios, processes, context, and content that principals can use to create an integrated, collaborative learning environment. Aligned with National Staff Development Council standards, this user-friendly resource includes Rubrics, worksheets, and surveys Professional development planners Sample forms for classroom visits and observations Calendars of professional development activities Recommended readings and reflective questions In order to improve learning for all students, this unique text provides the strategies, skills, and tools necessary to build the capacity of professional development within the school. The authors supply practical techniques for analyzing student achievement data, evaluating professional development plans, and achieving a culture of sustained improvement.

"This third edition represents the gold standard of resources for those working in the field of professional development. My staff and I highly recommend this book as 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 National Science Resources Center "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. Former President, National Science Teachers Association The classic guide for designing robust science and mathematics professional development programs! This expanded edition of one of the most widely cited resources in the field of professional learning for mathematics and science educators demonstrates how to design professional development for teachers that is directly linked to improving student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects current research on PD design, underscores how beliefs and local factors can influence the PD design, illustrates a wide range of PD strategies, and emphasizes the importance of: Continuous program monitoring Combining strategies to address diverse needs Building cultures that sustain learning An inspiring blend of theory and practical wisdom, Designing Professional Development for Teachers of Science and Mathematics remains a highly regarded reference for improving professional practice and student achievement.

In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question. Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here. Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC. Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed.

Continuous professional development of chemistry teachers is essential for any effective chemistry teaching, due to the evolving nature of the subject matter and its instructional techniques. Professional development aims to keep chemistry teaching up-to-date and to make it more meaningful, more educationally effective, and better aligned to current requirements. Presenting models and examples of professional development for chemistry teachers, from pre-service preparation through to continuous professional development, the authors walk the reader through theory and practice. The authors discuss factors which affect successful professional development, such as workload, availability and time constraints, and consider how we maintain the life-long learning of chemistry teachers. With a solid grounding in the literature and drawing on many examples from the authors' rich experiences, this book enables researchers and educators to better understand teachers' roles in effective chemistry education and the importance of their professional development.

Telementoring in the K-12 Classroom: Online Communication Technologies for Learning provides the latest research and the best practices in the field of telementoring. Theoretical and pragmatic viewpoints on telementoring provide guidance to professionals wanting to inform their practice. A solid base of telementoring information and an expansive vision of this practice combine to promote the understanding and successful implementation of telementoring.

This book presents the outcomes of research and practical endeavour in some of the diverse contexts in which learning takes place: classrooms, schools, professional development settings, community projects and service sector agencies. It invites the reader to engage with two related questions of contemporary concern in the leadership field: "What can we learn about the important influence of different contexts on leadership practice and how are people brought together as collective human agents in different patterns of distributive leadership?" In doing so, this collection emphasises three of the critical concepts at play when leadership is viewed, not as position, but as activity. The three concepts are purpose, context and human agency. When this view of leadership is understood, it is always about achieving shared goals with people power, no matter the circumstances in which they are gathered together.

This powerful new book is brain food for all those who care deeply about science and students, including teachers, science educators, curriculum specialists, and policy makers. The collection of 21 provocative essays gives you a fresh look at today's most pressing public policy concerns in science education, from how students learn science to building science partnerships to the ramifications of the No Child Left Behind legislation.

This book brings together for the first time research informing leadership practice in special education from preschool through transition into post-secondary settings. It provides comprehensive coverage of 1) disability policy 2) leadership knowledge, 3) school reform, and 4) effective educational leadership practices. Broader in scope than previous books, it provides in-depth analysis by prominent scholars from across the disciplines of both general and special education leadership. Coverage includes historical roots, policy and legal perspectives, and content supporting collaborative and instructional leadership that support the administration of special education. Comprehensive – This is the first book to integrate the knowledge bases of special education and educational leadership as these fields impact school improvement and the performance of students with disabilities. Chapter Structure – Chapters provide a review of the knowledge base as well as recommendations for special education leadership and future research. Multicultural Focus – Addressing special education leadership within the context of a multicultural society, chapters incorporate content related to the diversity of families, teachers, and students. Expertise – Chapter authors have made significant contributions to the knowledge base in their specific areas of study such as educational policy, special education law and finance, school reform,, organizational management, and instructional leadership. This book is a reference volume for scholars, leaders, and policy makers and a textbook for graduate courses in special education, educational administration, and policy studies.