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Academic: Large-scale, common, formative.
Nonacademic: Attendance, discipline.
Perceptual: Surveys, focus groups.
Preparation, experience, certification, participation, perceptual.
Professional learning record, school improvement plans.
Bush, R.N. (1984). Effective staff development. In Far West Laboratory for Educational Research and Development, Making our schools more effective: Proceedings of three state conferences (NIE Grant No. 80-0103; pp. 223-240). San Francisco, CA: Far West Laboratory for Educational Research and Development.
Clotfelter, C.T., Ladd, H.F., & Vigdor, J.L. (2007, November). Teacher credentials and student achievement in high school: A cross-subject analysis with student fixed effects (Working Paper No. 13617). Cambridge, MA: National Bureau of Economic Research.
Hall, G.E. & Hord, S.M. (2001). Implementing change: Patterns, principles, and potholes. Boston, MA: Allyn & Bacon.
Hirsh, S. (2009). Foreword. In J. Killion & P. Roy, Becoming a learning school (pp. 5-6). Oxford, OH: NSDC.
Holcomb, E.L. (2007). Students are stakeholders, too! Including every voice in authentic high school reform. Thousand Oaks, CA: Corwin Press.
Holcomb, E.L. (2012). Data dynamics: Aligning teacher team, school, and district efforts. Bloomington, IN: Solution Tree.
Ingersoll, R. (2008, November). Core problems: Out-of-field teaching persists in key academic courses and high-poverty schools. Washington, DC: The Education Trust.
Marzano, R.J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD.
Marzano, R.J. (2010). A focus on teaching. In R.J. Marzano (Ed.), On excellence in teaching (pp. 1-4). Bloomington, IN: Solution Tree.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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