Colleagues,

Thank you, Susan Reid.   I downloaded the full report of the New Zealand 
professional development study, Teacher Professional Learning and 
Development: Best Evidence Synthesis Iteration (BES), from:
 
http://www.educationcounts.govt.nz/publications/series/ibes/15341

specifically:

http://www.educationcounts.govt.nz/publications/series/ibes/15341/TPLandDBESentire.pdf

This is an extensive study of professional development and its 
relationship to improved student outcomes. It draws on 97 core studies 
from across the world as well as in New Zealand that "met a set of 
methodological criteria and had substantive student outcomes associated 
with teacher professional learning and development." For professional 
developers, it should be required reading.

The findings challenge some popular notions about what makes 
professional development effective, and they support others. Most 
important, there are a cluster of practices that taken together make a 
difference, where an individual practice may not.

Perhaps sometime we could have a discussion about this research on AALPD 
list. It would be enlightening, I think.

David J. Rosen
djrosen at comcast.net





Susan Reid wrote:


>Hi everyone 

>

>I saw David's post but work was calling so it has taken me a little

>while to get around to replying 

>

>Because this initiative is happening in the schooling sector I am  not

>as au fait with it as I would be if it was in the adult literacy sector.

>

>However here is a link to the project on the Ministry of Education's

>website 

>http://www.minedu.govt.nz/index.cfm?layout=document&documentid=11102&dat

>a=l

>

>

>The initiative is long term though as you can see and has used a team of

>specialists from different areas working with trained  literacy

>facilitators in schools. Principals have also been enrolled into the

>initiative to ensure it gets incorporated systemically. The approach has

>been to build communities of practice both in schools and across

>schools, where evidence is used by teachers to reflect on their practice

>to improve student learning. 

> The type of evidence described ranges from informal observations that

>form the teacher's 'log-in-the-head', to more formal tests that most

>schools administer regularly. 

>

>The other major initiative  that the Ministry has been involved in is

>the development of Best Evidence Syntheses 

>See media release and more details below 

>http://mediacentre.minedu.govt.nz/media-releases/2008/2008_002_0701.html

>http://www.educationcounts.govt.nz/themes/BES

>

>It is great that this project is making a difference - it is well

>resourced and the Govt is committed to it 

>

>This communities of practice model is also being used in the Adult

>Literacy sector with the development of the Learning Progressions and

>teaching support materials.

>http://www.tec.govt.nz/templates/standard.aspx?id=1016&jssup=1

>

>

>A number of clusters have been formed which hold regular meetings with a

>'developer' who facilitates learning within the cluster. Members of the

>cluster are expected to use materials developed in the cluster in their

>own teaching and to reflect on this at the next cluster meeting 

>

>Hope this is useful and that the weather is good in Knoxville 

>

>Kind regards  Susan 

>

>-----Original Message-----

>From: professionaldevelopment-bounces at nifl.gov

>[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of David

>Rosen

>Sent: Tuesday, 15 April 2008 12:14 a.m.

>To: The Adult Literacy Professional Development Discussion List

>Subject: [ProfessionalDevelopment 2083] Literacy Results Prove Worth

>OfProgrammes

>

>PD Colleagues,

>

>This article, Literacy Results Prove Worth Of Programmes, about a

>K-12 PD study in New Zealand may be of interest.

>

>http://www.scoop.co.nz/stories/ED0804/S00036.htm

>

>Perhaps our NZ colleagues on this list could tell us more about the

>study.

>

>David J. Rosen

>djrosen at comcast.net

>

>

>

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