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Impact on Professional Development


by Jim Nolan Jr., Doris Grove, Horatio Leftwich, Kelly Mark & Brian Peters — 2011

The focus of this chapter is on the evidence to date that documents the impact of PDS engagement on four specific groups of participants: veteran P–12 teachers, university faculty, P–12 school principals, and parents and community members.


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This article originally appeared as NSSE Yearbook Vol 110, No. 2.


Cite This Article as: Teachers College Record Volume 113 Number 14, 2011, p. 372-402
http://www.tcrecord.org ID Number: 18403, Date Accessed: 10/22/2017 5:06:25 PM

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About the Author
  • Jim Nolan Jr.
    Pennsylvania State University
    E-mail Author
    JIM NOLAN JR., a former elementary and secondary teacher and guidance counselor, is the Hermanowicz Professor of Teacher Education and Professor in Charge of Elementary and Secondary Field Experiences. His scholarship focuses on teacher supervision and evaluation, teacher education and professional development, and classroom management. Recent publications include Nolan & Hoover, Teacher Supervision and Evaluation: Theory Into Practice, published by Wiley and Sons (2011), and Levin & Nolan, Principles of Classroom Management: A Decision-Making Approach, published by Allyn & Bacon (2010).
  • Doris Grove
    Pennsylvania State University
    E-mail Author
    DORIS GROVE is a former elementary teacher, school principal, and professional development coordinator. Currently, a doctoral candidate in educational leadership at Pennsylvania State University, she serves as a professional development associate in the elementary PDS.
  • Horatio Leftwich
    Pennsylvania State University
    E-mail Author
    HORATIO FRANK LEFTWICH, IV, a former elementary teacher, is currently a PhD student who supervises preservice student teachers and student teachers. His research interests are in the area of school decline.
  • Kelly Mark
    Radio Park Elementary School, State College (PA) Area School District
    E-mail Author
    KELLY MARK is an elementary teacher in the State College Area School District and a part-time doctoral student in curriculum and supervision at Penn State University. She is a former PDS intern in the partnership between Penn State University and the State College Area School District and currently serves as a mentor in the program.
  • Brian Peters
    Easterly Parkway Elementary School, State College (PA) Area School District
    E-mail Author
    BRIAN PETERS is an elementary school principal in State College, Pennsylvania. He is currently a doctoral student in curriculum and supervision at Penn State University. This is Brian’s 23rd year in education; he also served as an elementary and secondary music teacher, an elementary classroom teacher, and a curriculum support teacher.
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