Message #1056 in Discussion #226: Teacher Leadership: Objects and Strategies

Discussion: Teacher Leadership: Objects and Strategies

posted by:	Laura Harnish on May 13, 2003 at 9:32PM
subject:	Monitoring and Assessing Teacher Growth

I am wondering about the impact that teacher leader support is having
on teachers. If my goal is to help teachers implement reformed math
practices, then how do I know that they are growing? Are there stages
that a teacher might go through towards this goal? What indicators
will I see? What could I document to help inform my own practice? I
know that classroom observation of instructional practices is one
source of data, but I wonder if the practices I observe are done
consistently or periodically. What are your thoughts?

Thread View

Monitoring and Assessing Teacher Growth - posted by Laura Harnish on 05/13/03 - 09:32
- How do we know? - posted by Cheryl Pilatowski on 05/14/03 - 03:15
  - NSF protocol - posted by Laura Harnish on 05/14/03 - 07:51
    - 5-E Lesson Plan - posted by Cheryl Pilatowski on 05/15/03 - 09:24
      - example - posted by Charlene Czerniak on 05/15/03 - 11:22
      - lesson plans impact - posted by Laura Harnish on 05/15/03 - 09:02
        Lesson Plan Impact - posted by Cheryl Pilatowski on 05/16/03 - 02:16
        need for 5 E lesson - posted by Janet Struble on 05/20/03 - 01:01
  - Teacher Growth in Instructional Practice - posted by Kathryn Show on 05/14/03 - 08:45
    - Finding Time - posted by Cheryl Pilatowski on 05/15/03 - 11:55
    - levels of learning - posted by Laura Harnish on 05/15/03 - 09:20
      - Levels of Learning - posted by Jan Hustler on 05/16/03 - 04:42
        Levels of Learning - posted by Kathryn Show on 05/16/03 - 05:52
        Meeting the needs for professional development - posted by Ana Lopez on 05/16/03 - 07:06
        needs for PD - posted by Joan Gilbert on 05/20/03 - 12:04