Reflective Educator’s Guide to Professional Development

Nancy Fichtman Dana is professor of education and distinguished teaching scholar at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked extensively in supporting schools, districts, and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including Belgium, the Netherlands, China, South Korea, Estonia, Slovenia, Spain, and Portugal. She has published 12 books and more than 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors for her teaching, research, and writing. Among them are the Association of Teacher Educators Mentoring and Distinguished Research in Teacher Education awards, the Carnegie Project on the Education Doctorate’s David G. Imig Distinguished Service Award, the National Staff Development Council (now Learning Forward) Book of the Year Award, and was one of three finalist in Baylor University’s prestigious Robert Foster Cherry Award for Great Teaching 2020 competition. Before joining the faculty at University of Florida in 2003, she worked at The Pennsylvania State University for 11 years, creating and launching their award-winning inquiry-based Professional Development School program with the State College Area School District. At the University of Florida, she worked to embed inquiry as a signature pedagogy into the undergraduate teacher education program, as well as developed and taught three popular classes on inquiry at the master’s and doctoral levels. In  partnership with the Lastinger Center for Learning, Dana led the development and implementation of inquiry-based professional development for teachers across the state that included  several of the nation’s largest school districts.  Further, she was instrumental in the development of UF’s Teacher Leadership for School Improvement Program and Professional Practice Doctorate in Teachers, Schools, and Society, both national award winning programs that highlight inquiry as a signature program feature and have been recognized by U.S. News & World Report as the #1 Online Graduate Education Programs in the nation. Diane Yendol-Hoppey is professor of teacher education in the College of Education and Human Services at the University of North Florida. She has served as dean, associate dean of educator preparation and partnerships, department chair, and center director. She taught for many years at the University of Florida where she was the evaluator of numerous district, state, and national professional development efforts. Before beginning her work in higher education, Yendol-Hoppey spent 13 years as an elementary school teacher in Pennsylvania and Maryland. She holds a PhD in curriculum and instruction from The Pennsylvania State University. Yendol-Hoppey’s current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Yendol-Hoppey has received the AERA Division K Early Career Research Award and the ATE Distinguished Teacher Educator Award for her ongoing commitment to researching innovative approaches to teacher learning. She has published six books, more than 60 articles in professional journals, and secured 20 million in external funding to support teacher learning.

"The reader gets to be a fly on the wall, listening as the coaches facilitate and problem solve with their groups. The authors are truly passionate about providing the reader with tools, protocols, and vocabulary to aid coaches in their role as facilitator of teacher professional learning communities."

• List of FiguresList of TablesForewordPrefaceAcknowledgmentsAbout the Authors1. Facilitating the Professional Development of Others: The Role of Action Research and Professional Learning CommunitiesWhat Constitutes Powerful Professional Development?What Is Action Research?What Are Professional Learning Communities?How Can Action Research and Professional Learning Communities Become the Dynamic Duo?What′s in a Name?: The Importance of Clarifying LanguageWhat Might an Inquiry-Oriented Professional Learning Community Look Like?2. Establishing and Maintaining a Healthy Inquiry-Oriented PLCTen Essential Elements of Healthy Inquiry-Oriented PLCsAssessing the Health of Your PLCUsing Action Research to Advance Inquiry-Oriented PLC Work3. Helping PLC Members Locate a WonderingThe Wondering PlaygroundThe Wondering Litmus TestLooking Across the Litmus Test Questions and Stories4. Helping PLC Members Develop an Action Research PlanFacilitating the Development of an Inquiry Brief: The Inquiry-Planning MeetingThe Inquiry Brief Litmus Test5. Helping PLC Members Analyze DataData Analysis for the Action Researcher: A ReviewCoaching Analysis: The Data Analysis Meeting6. Helping PLC Members Share Their Work With OthersThe Importance of Sharing: A ReviewCreating a Space and Time for SharingSharing PLC Inquiry Work With a Larger AudienceFour Core Components of Sharing7. From Good to Great: Lessons Learned in Coaching an Inquiry-Oriented PLCOne Dozen Lessons for Coaching Inquiry-Oriented PLCsReferencesIndex