in-service training

"A . . . guide to improve teaching based on . . . research in neuroscience"--Provided by publisher.

"... a guide for action that helps educators close the knowing-doing gap as they transform their schools into professional learning communities (PLCs)"--Back cover.

"The concept of personalized professional learning has gained a good deal of traction over the past decade. Much in the way that classroom instruction has shifted from a twentieth century factory model (at least in theory), the notion of one-size-fits-all professional development has been widely discredited. A recent blog post (http://blog.edmentum.com/5-best-practices-personalized-professional-development) makes the following case: Gathering all of a school's teachers in a room for one day and offering strategies with the intention of universal classroom application doesn't work anymore-'one size fits all' is no longer an effective option. Instead, attention must be paid to the broader context of each teacher's classroom world. The subject(s) they teach, the technology they utilize, as well as the ages and specific challenges of their students, all must be taken into account. Moreover, technological advances have dramatically improved access to individualized PL options. But while the idea that teachers can tailor their professional learning to unique needs is inherently appealing, there remains a central paradox: most experts are in agreement that the most impactful professional leaning experiences take place in collaboration with other teachers. The authors of the proposed title believe that powerful professional learning can be grouped into three distinctive categories: (1) Learning from students; (2) Learning from peers; (3) Learning from the world"--.

Presents a plan to transform the future of teaching and public education that demands more of the profession and the systems that support it.

Presents a model for creating online professional development for teachers.

Offers advice to library staff members who are responsible for technology training, discussing the link between traditional library skills and training abilities, reviewing training principles, and discussing learning styles, activities, motivation, planning, workshops, best practices, and other topics.

Contains thirty reflective exercises to use in education staff meetings that allow staff members to learn to make effective changes, develop leadership skills, recognize and use staff assets, and obtain and utilize new perspectives.