Transforming Professional Development into

How can we create and sustain professional learning programs that actually lead to improved student achievement? In this thoughtful and informative guide for teachers, administrators, and policymakers, Douglas B. Reeves provides answers. First he casts a critical eye on professional learning that is inconsistent, unfocused, and ultimately ineffective, and explains why elaborate planning documents and brand-name programs are not enough to achieve desired outcomes. Then he outlines how educators at all levels can improve this situation by

Acknowledgments	p. vii
Introduction: And a Good Time Was Had by All	p. 1
What's Wrong with Professional Learning?
Accountability: Why Autopsies Do Not Improve Patient Health	p. 11
Uniform Differentiated Instruction and Other Contradictions in Staff Development	p. 21
The Law of Initiative Fatigue	p. 27
The Myths and Realities of Planning	p. 33
Mr. McGuffey Doesn't Teach Here: The Brand-Name Fallacy	p. 41
Scattershot Learning:“If It's Tuesday, It Must Be Brain Research”	p. 48
How to Create High-Impact Professional Learning
From Vision to Implementation	p. 57
Focus: Teaching, Curriculum, Assessment, and Leadership	p. 63
Making Action Research Work	p. 72
How to Sustain High-Impact Professional Learning
Beyond “Train the Trainer”	p. 85
Performance Assessment for Teachers and Administrators	p. 90
High-Impact Learning in Action	p. 99
Results of a Study of School Planning, Implementation, and Monitoring	p. 109
Planning, Implementation, and Monitoring (PIM™) Rubric	p. 137
References	p. 144
Index	p. 151
About the Author	p. 156
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Transforming Professional Development into Student Results

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