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Supporting Effective Teacher Learning in American Schools by John Murray — April 13, 2012Educational reform movements are emphasizing that teacher professional learning is a key component of change and an important link between standards and improved student learning. As students are expected to learn more complex material and new analytical skills in preparation for further education and work in the age of information and globalization, teachers must learn to teach in ways that encourage higher level thinking and performance. A new kind of teaching is needed, conducted by teachers who understand learning and as well as teaching, who can address students’ needs and the demands of their disciplines, and who can create bridges between students’ experiences and curriculum goals. This commentary discusses the gap between current professional development practices in American schools and research-based best practices of teacher professional learning and identifies changes that must be made to transform professional learning opportunities in our schools.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- John Murray
Auburn University
E-mail Author
Dr. JOHN MURRAY earned his M.Ed. in Educational Administration from Teacher's College and his Ph.D. in Educational Administration from Auburn University. He has been a teacher and high school principal for over 20 years and consults with schools on how to improve their teacher professional development programs.
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