1st Edition

Job-Embedded Professional Development
Support, Collaboration, and Learning in Schools

ISBN 9780415734837
Published September 12, 2014 by Routledge
184 Pages

USD $35.95

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Book Description

In today’s schools, teachers are frequently called on to adapt new curricula and instructional practices in their classrooms. Making sense of the complexities of teaching occurs primarily during the work day, and instead of relying on before or after school one-size-fits-all professional development activities, schools must support teachers in learning on the job. The latest book from renowned author Sally J. Zepeda is written for teachers, teacher leaders, and school and district leaders who want to support job-embedded learning, a powerful form of professional development characterized by active learning and reflection grounded in the context of a teachers’ work environment.

Job-Embedded Professional Development provides a framework for helping teachers stop, take a deep breath, and learn along the way as they engage in their daily work. Through the engaging job-embedded learning activities, processes, and cases from the field explored in this book, teachers will immediately be able to:

  • Implement what they are learning in the context of their own classrooms;
  • Work with supportive peers who can coach them along the way;
  • Get feedback on what’s working and what needs to be tweaked;
  • Learn as adult learners fully capable of making sound professional judgments;
  • Engage in conversations that allow teachers to dig deeper into their practices;
  • Focus intently on content knowledge and the linkages to instruction and assessment;
  • Capitalize on learning in digital learning environments before, during, and after school;
  • Gain confidence in themselves and others through learning together.

Table of Contents

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

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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.