Sue , could you be more specific? It has been interesting... The PD each research subject described has been unique to that individual... But broadly fit into categories... Like assessment, like increased content knowledge or a focus more on student learning in response to teaching moves. Some teachers said they felt validated?? That isn't exactly what you are saying. Do you mean that you applied what you already know more broadly??
Sent from my iPhone On Dec 30, 2011, at 6:50 PM, "Susan" <soozq55...@aol.com> wrote: > Jennifer, > I recently renewed my National Board certificate and I would certainly agree > that time to reflect is huge but I think it is more than that. I think that > going through the process gives time to reflect on what teachers know to work > and pushes them to apply these strategies in other areas or with others in > their learning communities. I know that in my district, opportunities for > effective professional development are few and far between. The certification > process allows for relevant and personalized PD. Good for you delving deeper > into this PD opportunity. I wish you the best! > Sue > > Sent from my iPad > > On Dec 30, 2011, at 4:56 PM, "Palmer, Jennifer" <jennifer.pal...@hcps.org> > wrote: > >> I'd be happy to share. I am studying teachers' growth in their ability to >> reflect as they go through the National Board portfolio process. I have >> been able to document a significant difference in many teachers between when >> they begin their portfolios and when they end in the depth of their >> reflections. Second, I worked to document the mechanism behind the growth... >> What made teachers more reflective? I've found that videotaping, coaching >> questions from candidate support providers, a safe environment, the dialogue >> with knowledgeable others, the standards as a backdrop to focus reflection >> were all important. Not surprisingly, another common theme was time. The >> deepest reflections only come when you make the TIME to think. Hard to do in >> a busy school setting! :-) completing a meaningful portfolio over a years >> time seems to force folks to make the time. >> >> I have been struck, time and time again with the parallels between my >> research and research I have read in fostering metacognitive thinking in >> young readers. To Understand and Ellin's groundbreaking theory remained in >> the back of my mind throughout. >> >> I am left wondering about the implications of all this for PD. Are more >> reflective teachers better teachers of reading strategies? And if so, how >> can I take what I have learned and apply it? >> >> Sally, what was your research? I'm sorry if you've shared this previously >> and I've forgotten... >> >> Sent from my iPhone >> >> On Dec 30, 2011, at 11:24 AM, "Sally Thomas" <sally.thom...@verizon.net> >> wrote: >> >>> Hey Jen, Can you tell us more about your dissertation? I would love to >>> hear about it and your work. And wishing you well. I remember how life >>> altering the whole process is! >>> Sally >>> >>> >>> >> >> _______________________________________________ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive >> > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
