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    This paper reviews the book "Designing powerful professional development for teachers and principals" by Dennis Sparks. The book discusses the importance of professional development and high expectations for both student and teacher learning. It notes that low expectations for students often coincides with poor quality professional development for teachers. Additionally, the most effective professional development focuses on analyzing student results and using that information to guide teacher learning and curriculum development.

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    Running Head: Literature Review 1

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    This paper reviews the book "Designing powerful professional development for teachers and principals" by Dennis Sparks. The book discusses the importance of professional development and high expectations for both student and teacher learning. It notes that low expectations for students often coincides with poor quality professional development for teachers. Additionally, the most effective professional development focuses on analyzing student results and using that information to guide teacher learning and curriculum development.

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    literature review week 2

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    This paper reviews the book "Designing powerful professional development for teachers and principals" by Dennis Sparks. The book discusses the importance of professional development and high expectations for both student and teacher learning. It notes that low expectations for students often coincides with poor quality professional development for teachers. Additionally, the most effective professional development focuses on analyzing student results and using that information to guide teacher learning and curriculum development.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    60 views5 pages

    Running Head: Literature Review 1

    Uploaded by

    api-407728939
    This paper reviews the book "Designing powerful professional development for teachers and principals" by Dennis Sparks. The book discusses the importance of professional development and high expectations for both student and teacher learning. It notes that low expectations for students often coincides with poor quality professional development for teachers. Additionally, the most effective professional development focuses on analyzing student results and using that information to guide teacher learning and curriculum development.

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    of 5

    Running Head: LITERATURE REVIEW 1

    Literature Review

    Lauren Gilster

    20 May 2018

    Dr. Pengilly

    In partial fulfillment of TED 690


    LITERATURE REVIEW 2

    Abstract

    This paper reviews the book Designing powerful professional development for teachers and

    principals, by Dennis Sparks. This book supports Domain F of the California Teaching

    Performance Expectations. Domain F requires teachers to develop as professional educators.


    LITERATURE REVIEW 3

    Literature Review

    As educators, we are constantly pushing our students to become active learners. We are

    wanting our students to find ways to push themselves to become better. It is important that we

    are not only pushing our students in this area, but ourselves as well. In the book, Designing

    powerful professional development for teachers and principals, Dennis Sparks (2002) explain

    how important it is that teachers are continuing to push themselves in the area of professional

    development. The first portion of the book prepares its readers for the importance of

    professional development. It is not until a few chapters in where the book addresses the fact that

    teacher development should be focused on student learning.

    As previously mentioned, the beginning of the book is preparing its readers for the

    importance for professional development as educators. Sparks (2002) states that “low

    expectations for student achievement and poor quality professional development go hand in

    hand” (p. 2-1). Surely, many teachers have been able to witness this where they work in some

    capacity. There are many teachers in the world who have low expectations of students, and

    therefore have low expectations of themselves. This does not always have to be the case. Sparks

    (2002) continues to say that “alternatively, high expectations for student learning require changes

    not only instruction, but significant alterations in leadership practices, curriculum, assessment,

    and various forms of support services for students” (p. 2-1). Sparks is making sure that the

    readers know how important the expectations of the teachers are in the classroom. Without high

    expectations for both students and themselves, the achievement levels for both teachers and

    students will continue to fall. High expectations and the push to be constant learners can result

    in very positive results for both the students and the teachers.
    LITERATURE REVIEW 4

    In the middle of the book, Dennis Sparks (2002) addresses the fact that teacher

    development should be focused on student learning. Sparks (2002) references some forms of

    professional development where teachers are “talked at” rather than interacting with other

    educators. He claims that this is not nearly as effective as when teachers are able to talk with

    others and discuss real student results. Sparks (2002) states:

    Powerful professional development uses information related to student learning for

    various purposes. […] The most powerful forms of professional development use such

    information to determine staff development goals, to guide and motivate teacher learning,

    to monitor the impact of staff development on achievement, and to make appropriate

    mid-course corrections. (p. 9-3)

    The results of students should be a driving force in our professional development journey. By

    looking at students results, teachers are able to develop not only the curriculum, but how they

    deliver the content as well.


    LITERATURE REVIEW 5

    References

    Sparks, D. (2002). Designing powerful professional development for teachers and principals.

    Oxford, OH: National Staff Development Council.

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