Nancy Fichtman Dana

Diane Yendol-Hoppey

David T. Hoppey

Today, in many contexts the lack of attention to preparing the next generation of teacher educators as well as having a critical mass of faculty who understand the current teacher education research problem lingers. Although the NCATE Blue Ribbon Panel Report (2010), the recent advent of the CAEP standards, and the new AACTE Clinical Practice Commission Report (2017) challenge those responsible for teacher preparation to rethink the design as well as their work within clinical practice, there is much too little discussion about how to prepare the next generation of teacher educators to work differently. Just like Zeichner found almost 20 years ago, teacher education still too often remains “a tangential concern for most and the major concern of only a few” (Ziechner, 1999, p. 11). These concerns raise important questions for those who are currently responsible for pivoting, reinventing, and researching teacher preparation. This book offers insights from teacher education researchers that illustrate the ongoing benefits and persistent challenges of educating and preparing university and school-based teacher educators. This is an important step in understanding the complex roles, practices, and responsibilities associated with high quality teacher education that emphasizes clinical practice.

Preparing the Next Generation of Teacher Educators for Clinical Practice

Powerful tools for facilitating teachers' professional development and optimizing school improvement efforts! Combining professional learning communities (PLCs) and action research, this step-by-step guide provides coaches, workshop leaders, and staff developers with strategies, activities, and tools to develop inquiry-oriented PLCs. The authors present essential elements of a healthy PLC, case studies of inquiry-based PLCs, and lessons learned for improving coaching practices. Sample projects and reflection prompts will help readers: Organize, assess, and maintain high-functioning, inquiry-oriented PLCs Facilitate the development of study questions Enable PLC members to develop, analyze, and share research results Lead successful renewal and reform efforts

Coaching Inquiry-Oriented Learning Communities

The Reflective Educator’s Guide to Professional Development

Mentors will discover strategies for meeting the diverse needs of their mentor/mentee relationships, developing useful mentoring tools, and continuing to learn and grow professionally.

Strengthening Practice Through Knowledge, Story, and Metaphor

The Reflective Educator’s Guide to Mentoring

Draw on and develop the skills of your own faculty to provide effective, job-embedded professional development (PD) that is based on proven strategies and cost-effective PD models.

Building Expertise Within the Four Walls of Your School

Powerful Professional Development

David E. Kirkland

Ellen Meyers

Peter A. Paul

Develop a teacher network or grow an existing one to support new teachers, reduce teacher isolation, increase retention rates, enhance professional practice, and nurture teacher leaders.

The Power of Teacher Networks

From framing your question to presenting your research, this is your go-to guide each time you embark on a new inquiry. Includes real-life vignettes, self-guided worksheets, and a DVD.

A Teacher Inquirer's Field Guide

Digging Deeper Into Action Research

Principals can harness the power of action research for their own professional development. This book provides guidance on developing questions, collecting data, and sharing results.

Nancy Fichtman Dana

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