Global Perspectives for Local Action Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide (1999) / Chapter Skim
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Module 2C: Handouts
Module 2C: Handouts
Pages 381-390
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Curriculum Achievement 2C-I \ Instruction ~ | Goals · To identify the influences of school support systems on learning · To learn the TIMSS findings on school support systems around the world · To identify alternatives to current U.S. teacher development practices · To identify issues for further reflection and dialogue and possible actions to improve the school support systems in participants' own schools, districts, and higher education institutions 2C-2 Agenda Overview of Goals and Agenda What Do We Mean by School Support Systems: Brief Overview Lecture Collegiality and Professional Development of Teachers "The Secret of Trapezes" Issues for Further Reflection and Dialogue 2C-3 381
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Japan J GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE
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TVork `~arofltacbers 250 200 150 100 ~0 O ~ ~ I ~0 184 Mood Saws Awry Jaw lo, TVork Day ofltacbers a!
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2C-10 Teacher Learning · Teacher Preparation · Professional Development for New Teachers · Career-long Professional Development 2C-1 1 Purposes of Professional Development · Create Awareness · Build Knowledge · Translate Knowledge into Practice · Practice Teaching · Reflect on Practice 384 2C-12 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE
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U.S. teachers are "only peripherally aware" of approaches to professional development that grow out of practice and that allow them to "study and improve their own practice." Top quote tram Global PerspectivesfarLocalAction Bottom quote from: "Teachers and the Teabbing Protession in the United States" 2C-19 In Japan, some teachers engage in mandatory professional development away from their school in the sixth, tenth, and twentieth years.
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· Recognize teacher expertise. · Provide opportunities for teachers to share what they know with each other.
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