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. 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.

“This book pulls together critical elements necessary for schools to harness and harvest the talent that exists within their walls. The authors offer a menu of practical, integrated, research-based tools and processes that engage and empower teachers and administrators to co-construct a powerful form of job-embedded professional development that is relevant, focused, and organic. In so doing, schools transform themselves into a self-sustaining learning organization.”

• Foreword, by Stephanie HirshPrefaceAcknowledgmentsAbout the AuthorsPart I. What Is Powerful Job-Embedded Profressional Development, and How Can You Make It Happen?1. Cultivating Professional Development From Inside the Four Walls of Your SchoolSo What Is Job-Embedded Professional Development?What Are the Building Blocks for Job-Embedded Professional Development?An Example: What Did Mrs. Oublier Teach Us About Building Professional Knowledge That Facilitates Change?Concluding ThoughtsAdditional Resources2. Creating Space and Reconceptualizing Roles for Job-Embedded PD: Building the Back PorchWhat Exactly Is a School′s Back Porch?Who Is on the Back Porch? Roles and ResponsibilitiesWhat Is a Teacher Leader?What Is the Role of the Principal?Concluding ThoughtsAdditional Resources3. Thinking Outside the Clock and Inside the Budget: How to Find Time and Money for Job-Embedded PDFinding TimeFinding MoneyHow to Use Time and Money CreativelyAn Example: Finding Time and Money for Job-Embedded PDConcluding ThoughtsAdditional ResourcesPart II. The Professional Development Toolbox: Strategies to Actualize Powerful Professional Development4. Book Studies, Webinars, Podcasts, and Online Video LibrariesDefinition: Book StudyDefinitions: Webinar, Podcasts, and Online Video LibraryIllustration: From Book Study to Webinar and Back AgainWhat Have We Learned?Some Things to Think AboutAdditional Resources5. Research-in-Action and CoteachingDefinition: Research-in-ActionIllustration: Research-in ActionDefinition: CoteachingIllustration: Coteaching?Lead and SupportIllustration: Coteaching?Parallel TeachingWhat Have We Learned?Some Things to Think AboutAdditional Resources6. Conversation Tools: Protocols, Open Space Technology, and the Knowledge CafeDefinition: Conversation ToolsIllustration: Conversation ToolsWhat Have We Learned?Some Things to Think AboutAdditional Resources7. Lesson StudyDefinition: Lesson StudyIllustration: Lesson StudyWhat Have We Learned?Some Things to Think AboutAdditional Resources8. Teacher Inquiry/Action ResearchDefinition: Teacher Inquiry/Action ResearchIllustration: Teacher Inquiry/Action ResearchWhat Have We Learned?Some Things to Think AboutAdditional Resources9. Coaching Models: Peer, Culturally Responsive, and Content FocusedDefinition: CoachingIllustration: Peer CoachingIllustration: Culturally Responsive CoachingIllustration: Content-Focused CoachingWhat Have We Learned?Some Things to Think AboutAdditional Resources10. Professional Learning CommunitiesDefinition: Professional Learning CommunityIllustration: Inquiry-Oriented PLCWhat Have We Learned?Some Things to Think AboutAdditional ResourcesPart III. Using Your Toolbox: Tips for Developing a Successful Job-Embedded, Professional Development Program11. Making the Match: Aligning Data and the Right Tools With Your Particular NeedsWhat Factors Should I Consider in the Matchmaking Process?Illustration: Sixth-Grade Language Arts Teacher Keisha WagnerWhat Is a Theory of Change, Why Do You Need One, and How Do You Get One?Illustration: Elementary School Teacher Leader Kevin SmithTips for Making the Perfect Match for Professional LearningConcluding Thoughts12. Effective Professional Development Within Your School Walls: Lessons LearnedTen Lessons for Making Job-Embedded Professional Development a Success at Your SchoolParting CommentsReferences and Additional ReadingIndex

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. 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.

“This book pulls together critical elements necessary for schools to harness and harvest the talent that exists within their walls. The authors offer a menu of practical, integrated, research-based tools and processes that engage and empower teachers and administrators to co-construct a powerful form of job-embedded professional development that is relevant, focused, and organic. In so doing, schools transform themselves into a self-sustaining learning organization.”

• Foreword, by Stephanie HirshPrefaceAcknowledgmentsAbout the AuthorsPart I. What Is Powerful Job-Embedded Profressional Development, and How Can You Make It Happen?1. Cultivating Professional Development From Inside the Four Walls of Your SchoolSo What Is Job-Embedded Professional Development?What Are the Building Blocks for Job-Embedded Professional Development?An Example: What Did Mrs. Oublier Teach Us About Building Professional Knowledge That Facilitates Change?Concluding ThoughtsAdditional Resources2. Creating Space and Reconceptualizing Roles for Job-Embedded PD: Building the Back PorchWhat Exactly Is a School′s Back Porch?Who Is on the Back Porch? Roles and ResponsibilitiesWhat Is a Teacher Leader?What Is the Role of the Principal?Concluding ThoughtsAdditional Resources3. Thinking Outside the Clock and Inside the Budget: How to Find Time and Money for Job-Embedded PDFinding TimeFinding MoneyHow to Use Time and Money CreativelyAn Example: Finding Time and Money for Job-Embedded PDConcluding ThoughtsAdditional ResourcesPart II. The Professional Development Toolbox: Strategies to Actualize Powerful Professional Development4. Book Studies, Webinars, Podcasts, and Online Video LibrariesDefinition: Book StudyDefinitions: Webinar, Podcasts, and Online Video LibraryIllustration: From Book Study to Webinar and Back AgainWhat Have We Learned?Some Things to Think AboutAdditional Resources5. Research-in-Action and CoteachingDefinition: Research-in-ActionIllustration: Research-in ActionDefinition: CoteachingIllustration: Coteaching?Lead and SupportIllustration: Coteaching?Parallel TeachingWhat Have We Learned?Some Things to Think AboutAdditional Resources6. Conversation Tools: Protocols, Open Space Technology, and the Knowledge CafeDefinition: Conversation ToolsIllustration: Conversation ToolsWhat Have We Learned?Some Things to Think AboutAdditional Resources7. Lesson StudyDefinition: Lesson StudyIllustration: Lesson StudyWhat Have We Learned?Some Things to Think AboutAdditional Resources8. Teacher Inquiry/Action ResearchDefinition: Teacher Inquiry/Action ResearchIllustration: Teacher Inquiry/Action ResearchWhat Have We Learned?Some Things to Think AboutAdditional Resources9. Coaching Models: Peer, Culturally Responsive, and Content FocusedDefinition: CoachingIllustration: Peer CoachingIllustration: Culturally Responsive CoachingIllustration: Content-Focused CoachingWhat Have We Learned?Some Things to Think AboutAdditional Resources10. Professional Learning CommunitiesDefinition: Professional Learning CommunityIllustration: Inquiry-Oriented PLCWhat Have We Learned?Some Things to Think AboutAdditional ResourcesPart III. Using Your Toolbox: Tips for Developing a Successful Job-Embedded, Professional Development Program11. Making the Match: Aligning Data and the Right Tools With Your Particular NeedsWhat Factors Should I Consider in the Matchmaking Process?Illustration: Sixth-Grade Language Arts Teacher Keisha WagnerWhat Is a Theory of Change, Why Do You Need One, and How Do You Get One?Illustration: Elementary School Teacher Leader Kevin SmithTips for Making the Perfect Match for Professional LearningConcluding Thoughts12. Effective Professional Development Within Your School Walls: Lessons LearnedTen Lessons for Making Job-Embedded Professional Development a Success at Your SchoolParting CommentsReferences and Additional ReadingIndex

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. 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.

“This book pulls together critical elements necessary for schools to harness and harvest the talent that exists within their walls. The authors offer a menu of practical, integrated, research-based tools and processes that engage and empower teachers and administrators to co-construct a powerful form of job-embedded professional development that is relevant, focused, and organic. In so doing, schools transform themselves into a self-sustaining learning organization.”

• Foreword, by Stephanie HirshPrefaceAcknowledgmentsAbout the AuthorsPart I. What Is Powerful Job-Embedded Profressional Development, and How Can You Make It Happen?1. Cultivating Professional Development From Inside the Four Walls of Your SchoolSo What Is Job-Embedded Professional Development?What Are the Building Blocks for Job-Embedded Professional Development?An Example: What Did Mrs. Oublier Teach Us About Building Professional Knowledge That Facilitates Change?Concluding ThoughtsAdditional Resources2. Creating Space and Reconceptualizing Roles for Job-Embedded PD: Building the Back PorchWhat Exactly Is a School′s Back Porch?Who Is on the Back Porch? Roles and ResponsibilitiesWhat Is a Teacher Leader?What Is the Role of the Principal?Concluding ThoughtsAdditional Resources3. Thinking Outside the Clock and Inside the Budget: How to Find Time and Money for Job-Embedded PDFinding TimeFinding MoneyHow to Use Time and Money CreativelyAn Example: Finding Time and Money for Job-Embedded PDConcluding ThoughtsAdditional ResourcesPart II. The Professional Development Toolbox: Strategies to Actualize Powerful Professional Development4. Book Studies, Webinars, Podcasts, and Online Video LibrariesDefinition: Book StudyDefinitions: Webinar, Podcasts, and Online Video LibraryIllustration: From Book Study to Webinar and Back AgainWhat Have We Learned?Some Things to Think AboutAdditional Resources5. Research-in-Action and CoteachingDefinition: Research-in-ActionIllustration: Research-in ActionDefinition: CoteachingIllustration: Coteaching?Lead and SupportIllustration: Coteaching?Parallel TeachingWhat Have We Learned?Some Things to Think AboutAdditional Resources6. Conversation Tools: Protocols, Open Space Technology, and the Knowledge CafeDefinition: Conversation ToolsIllustration: Conversation ToolsWhat Have We Learned?Some Things to Think AboutAdditional Resources7. Lesson StudyDefinition: Lesson StudyIllustration: Lesson StudyWhat Have We Learned?Some Things to Think AboutAdditional Resources8. Teacher Inquiry/Action ResearchDefinition: Teacher Inquiry/Action ResearchIllustration: Teacher Inquiry/Action ResearchWhat Have We Learned?Some Things to Think AboutAdditional Resources9. Coaching Models: Peer, Culturally Responsive, and Content FocusedDefinition: CoachingIllustration: Peer CoachingIllustration: Culturally Responsive CoachingIllustration: Content-Focused CoachingWhat Have We Learned?Some Things to Think AboutAdditional Resources10. Professional Learning CommunitiesDefinition: Professional Learning CommunityIllustration: Inquiry-Oriented PLCWhat Have We Learned?Some Things to Think AboutAdditional ResourcesPart III. Using Your Toolbox: Tips for Developing a Successful Job-Embedded, Professional Development Program11. Making the Match: Aligning Data and the Right Tools With Your Particular NeedsWhat Factors Should I Consider in the Matchmaking Process?Illustration: Sixth-Grade Language Arts Teacher Keisha WagnerWhat Is a Theory of Change, Why Do You Need One, and How Do You Get One?Illustration: Elementary School Teacher Leader Kevin SmithTips for Making the Perfect Match for Professional LearningConcluding Thoughts12. Effective Professional Development Within Your School Walls: Lessons LearnedTen Lessons for Making Job-Embedded Professional Development a Success at Your SchoolParting CommentsReferences and Additional ReadingIndex