Professional Development Adlit

Take a peek inside an 8th grade reading intervention class where students are improving their literacy skills and will to read. Before becoming an author, Greg Tang wrote speeches, started a company, developed software, and opened a Tae Kwon-Do school. Find multimedia resources to help you improve teaching and learning in your classrooms — including a classroom strategy library, video modules demonstrating effective practices, professional development webcasts, and more. AdLit is a national multimedia project that provides educators and families with resources to support readers and writers in middle school and high school. We are an education service of WETA, the flagship public broadcasting station in our nation’s capital. Resource Link: https://www.adlit.org/video

Listen, watch, and learn from top experts in the field of reading. Use the webcasts as the centerpiece of staff development workshops or watch them for your own professional development whenever you have time. Each webcast features a 60-minute video program that you can view online. The webcasts also include recommended readings and suggested discussion questions. Featuring Dr. Don Deshler, Dr.

Mel Riddile, and Christina Gutierrez in a discussion on school-level literacy reform. Our expert panel discusses what research says about good practice and how building-level leaders and classroom teachers can support struggling readers and writers. Featuring Kathleen Leos, Deborah Santiago, and Susan Lafond in a discussion on English Language Learners (ELLs). Our expert panel discusses demographic trends, instructional strategies, school-family partnerships, and college readiness. This four-part webcast examines the components of college readiness — both academic and non-academic skills — and explores ways that high schools, parents, colleges, and students themselves can work together to prepare students for... Featuring experts Nevin Brown, Barbara Taveras, and Jennifer Glaser.

Read about ED's support for the teaching profession, including professional development and loan forgiveness for teachers. Learn about professional development and other resources available to faculty and staff of community colleges. Learn about the Science of Professional Development in Early Childhood Education: A National Summit sponsored by the ECEPD Program. Tools to help adult educators improve the quality of instruction in adult education programs. Enables outstanding teachers and other school leaders to bring their school and classroom expertise to the Department. The Office of Arts & Culture provides resources for individuals, organizations, artists and educators wishing to further their career through professional development opportunities.

In alignment with the City's Race and Social Justice Initiative, we work to eliminate institutional racism in our programs, policies and practices. Artists Up is a racial equity, cross-agency program that meets the gaps and needs for under resourced artists. Through its over ten year run, it's generated: Artists Up was part of a research and publication with Animating Democracy and funded by the Barr Foundation. As of 2025, Artist Trust is now the steward of the program. Learn more about Artists Up on the Artist Trust website.

The Creative Advantage Institute is open to teaching artists, educators, administrators, community members, and anyone invested in providing equitable arts education for all students in Seattle Public Schools. Former U.S. Secretary of Education Rod Paige recognized the value of well-prepared teachers: “We know that being a highly qualified teacher matters because the academic achievement levels of students who are taught by good teachers increase... Department of Education 2003). In making such claims, Paige drew upon research that documents how well-prepared teachers raise the achievement of all students, not just those who were already doing well (Babu and Medro, 2003; Sanders and Rivers,... The term “highly-qualified teacher,” used by Paige and many others, entered the language of education with the No Child Left Behind Act of 2001.

According to NCLB, highly-qualified teachers have a BA degree, full state certification, and knowledge of the subject(s) they teach. Teachers can demonstrate subject-matter knowledge with a major — or credits equivalent to a major — in the subject they teach, a passing grade in a state test, or a graduate degree. For teachers in middle and high schools, however, literacy is not, for the most part, an area of expertise. Those who can be described as highly qualified in math, social studies, English, or science rarely have any significant training in literacy instruction. Traditionally teacher preparation programs include little (if any) course work in literacy, so it is possible for teachers to be identified as highly-qualified even though they were not prepared to address the challenges of... Many content-area teachers describe themselves as not prepared to teach literacy within their content area (Phillips, 2002).

Ironically, many secondary school teachers resist the work of reading specialists in their schools (Darwin, 2002). Because middle and high school teachers who are highly qualified in some ways can lack fundamental knowledge about literacy development, professional development must be at the center of any reform effort that seeks broad... Without additional training, teachers at the secondary level remain largely unable to take up the task of enhancing adolescent literacy. Given the demonstrated impact of professional development upon student achievement, investing in professional development is both the most cost-effective and systematic way to address the challenges of adolescent literacy at the national level (Greenwald... The quality of professional development is, of course, a key concern. All professional development is not created equal, and much of what is described as professional development is not sustained or in-depth enough to foster significant and lasting teacher learning.

Because research shows that student achievement depends upon teachers learning from professional development, it is important for high quality professional development in adolescent literacy to be the standard (Pang and Kamil, 2003). Too often, teachers say that the professional development they receive provides limited application to their everyday world of teaching and learning. Here The North Central Regional Educational Laboratory shares a five-phase framework that can help create comprehensive, ongoing, and — most importantly — meaningful professional development. The North Central Regional Educational Laboratory has developed a research-based professional development framework that promotes ongoing professional development and encourages individual reflection and group inquiry into teachers’ practice. In practice, the five phases overlap, repeat, and often occur simultaneously: The purpose of this phase is to acquire new knowledge and information and to build a conceptual understanding of it.

Activities in this phase might include goal setting, assessing needs, participating in interactive workshops, and forming a study group. The purpose of this phase is to study instructional examples in order to develop a practical understanding of the research. In this phase, one might participate in activities such as school and classroom visitations, peer observation, using instructional artifacts, co-planning, and listening to or watching audio and video examples. The purpose of this phase is to analyze your instructional practice on the basis of new knowledge. Activities in this phase might include the use of journals or teacher-authored cases for collegial discussion and reflection.

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