1st Edition
Job-Embedded Professional Development Support, Collaboration, and Learning in Schools
Chapter 1: Job-Embedded Professional Development: An Overview
Chapter 2: Adults Learning: What the Research Says
Chapter 3: Job-embedded Professional Development in Action
Chapter 4: The Power of Peer Observations
Chapter 5: Best Practices in Peer Coaching
Chapter 6: Learning from Collaborative and Reflective Professional Development
Chapter 7: Authentic Action Research
Chapter 8: Studying Student Work and Assessments—Teachers as Change Agents
Chapter 9: Innovative Digital Learning Opportunities Support Professional Development
Chapter 10: Taking the Fast Track at Your Own Speed
Biography
Sally J. Zepeda is a Professor in the Department of Lifelong Education, Administration, and Policy in the Program of Educational Administration and Policy, and she is a Fellow in the Institute for Interdisciplinary Research in Education and Human Development at the University of Georgia, where she teaches courses in instructional supervision, professional development, teacher evaluation, and school improvement.
"Professor Zepeda is the professional development guru. Her new book reflects a farsighted vision for the advancement of the professional practice of teachers. The writing is extraordinarily strong throughout and presents relevant cases for the reader – her work is succinct, stimulating, and understandable. Zepeda stresses the importance of collaboration in professional development; the Job-Embedded Professional Development framework demonstrates how this is accomplished."
--Raymond Calabrese, Professor of Educational Administration, The Ohio State University, USA
"Readers of Sally Zepeda’s new book will encounter many cutting edge concepts—job-embedded learning, reflective professional development, self-directed learning, and communities of practice, to name a few. Not only does Zepeda do an outstanding job of explaining these concepts in her reader-friendly writing style, she also shows us how the concepts are all intimately related to the improvement of student learning."
--Stephen P. Gordon, Professor of Education and Community Leadership, Texas State University, USA
"The author also demonstrates how mutual dialog could be achieved via rational and constructive statements. Section 5 outlines the main characteristics of peer coaching, which is a part of professional development. The author enriches the book through examples that promote collaboration among teachers."
--Çiğdem Apaydın, Akdeniz University, Turkey
