Abstract
This chapter provides a renewed vision for professional development that builds on current models and is grounded in the learning sciences, suggesting design elements including Wiggins and McTighe’s backward design as a framework for planning, and Chappuis’ Seven Strategies of Assessment for Learning to help teachers achieve their professional goals. A renewed vision for professional development includes an emphasis on preparing teachers to provide deeper learning experiences and the development of twenty-first-century skills in their students. To do so, three interconnected constructs should become part of the professional development landscape: formative assessment, an incremental theory of intelligence, and metacognition. These goals for professional development can best be carried out through Professional Learning Communities (PLCs) that offer on-the-job training and support and are common features of US schools.
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Box, C. (2019). A Renewed Vision for Professional Development. In: Formative Assessment in United States Classrooms. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-03092-6_6
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DOI: https://doi.org/10.1007/978-3-030-03092-6_6
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