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    Alabama district improves by sharpening data & goals

    By Jane L. Newman
    April 2016
    When students already are achieving at high levels, it can be easy for teachers to become complacent. However, Mountain Brook Schools in suburban Birmingham, Ala., has developed a culture committed to continuous improvement that has resulted in an excellent system becoming outstanding. How has the district continued to reach new levels of student achievement? The key is professional development. Professional learning has become such a part of the system’s culture that it is now integral to each of 14 goals in the district’s strategic plan and is explicit in two goals: To design and implement an effective, challenging, and engaging curriculum that promotes the highest level of academic excellence and personal growth for each student; and To design, implement, and support an exemplary professional development

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    References

    Alabama Best Practices Center. (2004). Powerful conversations about professional development: Self-assessment. Available at www.best practicescenter.org/powerful/

    National Staff Development Council. (2001). Standards for staff development (revised). Oxford, OH: Author.

    Roy, P. & Hord, S. (2003). Moving NSDC’s staff development standards into practice: Innovation configurations. Oxford, OH: NSDC.

    Wood, F., Killian, J., McQuarrie, F., & Thompson, S. (1993). How to organize a schoolbased staff development program. Alexandria, VA: ASCD.

    Wood, F. (1987). Staff development research and rural schools: A critical appraisal. Naperville, IL: North Central Regional Educational Laboratory.


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