cycle, from 2016 to 2018, college enrollment could slow down because of the entrance of the lower-year students to the new educational Dinham and Scott (2008) caution against false dichotomies in education that can militate against effective leadership decisions and that often reflect polarizing ideologies in education. For the school leader, a sensitivity to the pressures that are or can be exerted by the policy context and an awareness of the distortions that may be forced on the school’s program as a result seem to be important imperatives in getting the balance right. Drawing on a review of good practices in teacher professional learning, Webster-Wright (2009) concluded that quality professional development must integrate theory with practice, enabling teachers to make ongoing decisions about their
classroom practice within the context of deeply understood relevant theory. It therefore engages with teachers as thinking professionals, as intellectual workers, rather than treating them as technicians who merely need to be taught what to do and then subjected to compliance measures to ensure that they do it. In any final analysis, true teacher professional learning is human, social and relational. Teachers, like students, need time to learn and people from whom to learn. A wide range of possible strategies provide options for learning. The challenge for school leaders is to bring these together in a meaningful way. Fullan (2008) stressed that teachers of today and tomorrow need to do much more learning on the job, or in parallel with it where they can constantly test out, refine, and get feedback on the improvements they make. They need access to other colleagues in order to learn from them. In San Diego City Schools a professional development system is aligned with standards, curricula, and implementation guidelines. It recognizes that effective professional development must be focused on the schools themselves and based on daily classroom practice. It provides training and support for instructional leaders, school principals, school-based peer coach/staff developers and teachers. This training includes regular seminars, school visits by instructional leaders, and cross-school visitations by principals to each other's schools.
The schools believe that effective professional development must be focused on the schools themselves and based in daily classroom practice (San Diego Institute for Learning, URFMP25SchoolPrograms.pdf). A major theme in the constructivist theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure provides meaning and organization to experiences and allows the individual to "go beyond the information given".
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- Spring '17
- Current, Senior High school