Professional Development is one of the most common methods for school systems to provide additional training and disseminate new information to faculty members. As such, the professional development process carries a large burden in terms of time, money, and other valuable school resources. Declining state test scores and public pressure to raise student achievement levels places even more importance on the professional development process. Many public and private education research groups have identified features that improve the effectiveness of professional development. State Departments of Education also routinely provide professional development guidance to schools and school systems through professional development policies. This study will examine professional development policies provided by the Alabama State Department of Education, as well as the professional development policies of a purposeful sample of other States from across the United States. By employing qualitative research methods, this study will seek to determine if the professional development policies of academically successful states contain commonalities that could be included in a list of recommendations for state-level professional development policymakers in the State of Alabama.

This comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.

Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability.

ABSTRACT "The Path to Excellence: A Comparative Analysis of Education Policies in Japan and India" provides a comprehensive exploration of the education systems in these two nations, examining historical foundations, structural frameworks, curriculum strategies, and the pursuit of access, equity, quality, and accountability. Delving into the nuances of cultural, historical, and socio-economic contexts, the research sheds light on challenges faced by both nations and presents innovative practices and reforms. This comparative analysis offers valuable insights for policymakers, educators, researchers, and stakeholders seeking a nuanced understanding of education systems in diverse cultural contexts. Keywords: Education Policies, Comparative Analysis, Japan, India, Access, Equity, Quality.

The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].