It's time to say goodbye to "sit-and-get, one-size-fits-all" PD sessions and embrace professional learning that meets the needs of all teachers.
ReferencesAlliger, G. M., & Janak, E. A. (1989). Kirkpatrick's levels of training criteria: Thirty years later. Personnel Psychology, 42(2), 331–342. doi:10.1111/j.1744-6570.1989.tb00661.x ASCD. (2012). School improvement tool. Retrieved from http://sitool.ascd.org/Default.aspx ASCD. (2016, August 3). ESSA Title II and support for educators: Frequently asked questions [Press release]. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/policy/ESSA-Title-II-FAQ_Aug32016.pdf ASCD, National Association of Elementary School Principals, National Association of Secondary School Principals, Learning Forward, American Federation of School Administrators, & New Leaders. (2017, April 4). Letter to Chairmen R. Blunt and T. Cole and Ranking Members P. Murray and R. DeLauro. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/policy/title-ii-letter-to-approps-4-4-17.pdf Assessment Training Institute. (2003). Assessment for learning: Thinking about assessment. Portland, OR: Pearson. Bill & Melinda Gates Foundation. (2014, December). Teachers know best: Teachers' views on professional development. Retrieved from http://k12education.gatesfoundation.org/resource/teachers-know-best-teachers-views-on-professional-development/ Boss, J. (2018, January 1). Four not-so-boring team norms to start your year off right. Retrieved from https://www.forbes.com/sites/jeffboss/2018/01/01/4-not-so-boring-team-norms-to-start-your-year-off-right/ Brookhart, S. M. (2009). PLC series: Exploring formative assessment. Alexandria, VA: ASCD. Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. Alexandria, VA: ASCD. California Comprehensive Center at WestEd. (2015, March). Professional learning system review: A companion tool for the quality professional learning standards. Retrieved from http://cacompcenter.org/wp-content/uploads/2016/04/EducationTaskForce_QPLS_Tool.pdf Calvert, L. (2016). Moving from compliance to agency: What teachers need to make professional learning work. Oxford, OH, and Arlington, VA: Learning Forward & National Commission on Teaching & America's Future. Retrieved from https://learningforward.org/docs/default-source/pdf/teacheragencyfinal.pdf Center for Teaching Quality (CTQ) & Digital Promise. (2017, October). Continuing the educator micro-credential movement: An update from CTQ and Digital Promise. Retrieved from http://digitalpromise.org/wp-content/uploads/2016/03/October2017_MCs_FINAL3.pdf Cody, C. B., & Guskey, T. R. (1997). Professional development. In J. C. Lindle, J. M. Petrosko, & R. S. Pankratz (Eds.), 1996 review of research on the Kentucky Education Reform Act (pp. 191–209). Frankfort, KY: The Kentucky Institute for Education Research. Currie, B., Krakower, B., & Rocco, S. (2016). 140 Twitter tips for educators: Get connected, grow your professional learning network, and reinvigorate your career. San Diego, CA: Dave Burgess Consulting. Darling-Hammond, L., Chung Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009, February). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council. Retrieved https://learningforward.org/docs/pdf/nsdcstudy2009.pdf Delisle, D. S. (2017, May 16). Business invests in professional learning. Why doesn't education? Cutting Title II funding for teacher professional development is shortsighted. Education Week. Retrieved from http://www.edweek.org/ew/articles/2017/05/17/business-invests-in-professional-learning-why-doesnt.html Easton, L. B. (2009). Protocols for professional learning. Alexandria, VA: ASCD. Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: ASCD Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: ASCD. Gonzalez, J. (2016, September 25). How pineapple charts revolutionize professional development [Blog post]. Retrieved from https://www.cultofpedagogy.com/pineapple-charts/ Gulamhussein, A. (2013, September). Teaching the teachers: Effective professional development in an era of high stakes accountability. Alexandria, VA: Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Teaching-the-Teachers-Effective-Professional-Development-in-an-Era-of-High-Stakes-Accountability/Teaching-the-Teachers-Full-Report.pdf Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45–51. Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748–750. doi:10.1177/003172170308401007 Guskey, T. R. (2005). Taking a second look at accountability. Journal of Staff Development, 26(1), 10–18. Guskey, T. R. (2012). The rules of evidence: Focus on key points to develop the best strategy to evaluate professional learning. The Learning Professional/JSD, 33(4), 40–43. Retrieved from http://tguskey.com/wp-content/uploads/Professional-Learning-3-The-Rules-of-Evidence.pdf Guskey, T. R. (2013). Does it make a difference? Evaluating professional development. Retrieved from https://pdo.ascd.org/LMSCourses/PD13OC010M/media/Leading_Prof_Learning_M6_Reading1.pdf Guskey, T. R. (2014, May). Planning professional learning. Educational Leadership, 71(8), 10–16. Guskey, T. R. (2016). Gauge impact with five levels of data. Journal of Staff Development, 37(1), 32–37. Guskey, T. R. (2017). Where do you want to get to? Effective professional learning begins with a clear destination in mind. The Learning Professional, 38(2), 32–37. Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90(7), 495–500. doi:10.1177/003172170909000709 Hamstra, K. (2018, June 16). #Gridculum [Blog post]. Retrieved from https://kylehamstra.com/2018/06/16/gridculum/ Hobby, R. (2004). A culture for learning: An investigation into the values and beliefs associated with effective schools. Philadelphia: Hay Group. Holton, E. F. (1996). The flawed four-level evaluation model. Human Resource Development Quarterly, 7(1), 5–21. doi:10.1002/hrdq.3920070103 Kallick, B., & Zmuda, A. (2017). Students at the center: Personalized learning with habits of mind. Alexandria, VA: ASCD. Kaplinsky, R. (2016, August 15). #ObserveMe [Blog post]. Retrieved from http://robertkaplinsky.com/observeme Kapp, A. (1833). Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik [Plato's educational doctrine: As pedagogy for the individual and as a state pedagogy]. Minden, Germany: Essmann. Killion, J. (2018). Assessing impact: Evaluating professional learning (3rd ed.). Thousand Oaks, CA: Corwin and Learning Forward. Kirkpatrick, D. L., Kirkpatrick, J. D., & Kirkpatrick, W. K. (n.d.). The New World Kirkpatrick Model. Retrieved from https://www.kirkpatrickpartners.com/Our-Philosophy/The-New-World-Kirkpatrick-Model Knapp, M. S., Copland, M. A., & Talbert, J. E. (2003). Leading for learning: Reflective tools for school and district leaders. Seattle, WA: Center for the Study of Teaching and Policy. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. New York: Cambridge Adult Education. Knowles, M. S. (1996). Adult learning. In R. L. Craig (Ed.), American Society for Training and Development handbook (4th ed., pp. 253–265). New York: McGraw-Hill. Korn Ferry Hay Group. (2016, February 4). Korn Ferry Hay Group global study: Driving culture change key leadership priority [Press release]. Retrieved from https://www.kornferry.com/press/korn-ferry-hay-group-global-study-driving-culture-change-key-leadership-priority Leading Effectively Staff. (2015, February 9). The real-world guide to team norms. Retrieved from https://www.ccl.org/articles/leading-effectively-articles/the-real-world-guide-to-team-norms Learning Forward. (2011). Standards for professional learning quick reference guide. Journal of Staff Development, 32, 41–44. Retrieved from https://learningforward.org/docs/august-2011/referenceguide324.pdf Lindeman, E. C. (1926). The meaning of adult education. New York: New Republic. Lough, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. Crows Nest, NSW, Australia: Allen & Unwin. McDonald, L. (2007). In from the cold: Developing training to impact. In A. Fanti (Ed.), Psychological science: Research, theory, and future directions (pp. 283–296). Athens, Greece: ATINER. McDonald, L. (2014). Transfer of the learning: Teacher professional development. European Journal of Social and Behavioural Sciences, 1570–1574. doi:10.15405/ejsbs.140 National School Reform Faculty. (n.d.). NSRF protocols and activities from A to Z. Retrieved from https://www.nsrfharmony.org/protocols/a-z Nawaz, S. (2018, January 15). How to create executive team norms—And make them stick. Retrieved from https://hbr.org/2018/01/how-to-create-executive-team-norms-and-make-them-stick Organisation for Economic Cooperation and Development (OECD). (1998). Staying ahead: In-service training and teacher professional development. Paris: OECD Publishing. Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill. Peterson, K. D., & Deal, T. E. (2009). The shaping school culture fieldbook. San Francisco: Jossey-Bass. Quaglia, R. J., & Lande, L. L. (2017). Teacher voice: Amplifying success. Thousand Oaks, CA: Corwin. Ramaswamy, V., & Ozcan, K. (2014). The co-creation paradigm. Stanford, CA: Stanford University Press. Reeves, D. B. (2010). Transforming professional development into student results. Alexandria, VA: ASCD. Richardson, J. (1999, August/September). Norms put the "Golden rule" into practice for groups. Tools for Schools. Oxford, OH: National Staff Development Council. Retrieved from https://learningforward.org/docs/tools-for-learning-schools/tools8-99.pdf Rimal, R. N., Lapinski, M. K., Cook, R. J., & Real, K. (2007, February 23). Moving toward a theory of normative influences: How perceived benefits and similarity moderate the impact of descriptive norms on behaviors. Retrieved from https://msu.edu/~lapinsk3/Maria_Lapinski/Publications_files/18.%20ica03_proceeding_111588.PDF Rosenstock-Huessy, E. (1992). Andragogy—1925 (R. Huessy, Trans.). Retrieved from http://www.erhfund.org/online-article/andragogy-1925/ Sawchuk, S. (2015, September 28). Long Beach District sets course to personalize teacher PD. Retrieved from https://www.edweek.org/ew/articles/2015/09/30/long-beach-district-sets-course-to-personalize.html Schmoker, M. (2015, October 10). It's time to restructure teacher professional development. Education Week, 35(9), pp. 18–19. Retrieved from http://www.edweek.org/ew/articles/2015/10/21/its-time-to-restructure-teacher-professional-development.html School Reform Initiative. (2017). Considerations for responsive facilitation. Retrieved from https://www.schoolreforminitiative.org/download/considerations-for-responsive-facilitation/ Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. New York: Random House. Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2012). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Crown Business. Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. New York: Portfolio/Penguin. Smith, M. (2016). Real world leadership: Part three: Create an engaging culture for greater impact. Washington, DC: Korn Ferry. Retrieved from https://www.kornferry.com/institute/real-world-leadership-part-three-create-an-engaging-culture-for-greater-impact Stevens, K. (2014, April 30). Twitter exec reports that educators dominate the Twitter-sphere. Retrieved from https://www.edsurge.com/news/2014-04-30-twitter-exec-reports-that-educators-dominate-the-twitter-sphere Tennessee Department of Education. (2017). Professional learning planning and evaluation rubric. Retrieved from https://www.tn.gov/content/dam/tn/education/training/PD_Rubric_Sept_2017.pdf TNTP. (2015). The mirage: Confronting the hard truth about our quest for teacher development. Retrieved from https://tntp.org/publications/view/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development Venables, D. R. (2018). Facilitating teacher teams and authentic PLCs: The human side of leading people, protocols, and practices. Alexandria, VA: ASCD. Wiggins, G., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: ASCD. Yoon, K. S., Duncan, T., Lee, S. W., Scarloss, B., & Shapley, K. L. (2007, October). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers (REL 2007-No. 033). Washington, DC: Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf Zmuda, A., Curtis, G., & Ullman, D. (2015). Learning personalized: The evolution of the contemporary classroom. San Francisco: Jossey-Bass. Printed by for personal use only |
Alliger, G. M., & Janak, E. A. (1989). Kirkpatrick's levels of training criteria: Thirty years later. Personnel Psychology, 42(2), 331–342. doi:10.1111/j.1744-6570.1989.tb00661.x
ASCD. (2012). School improvement tool. Retrieved from http://sitool.ascd.org/Default.aspx
ASCD. (2016, August 3). ESSA Title II and support for educators: Frequently asked questions [Press release]. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/policy/ESSA-Title-II-FAQ_Aug32016.pdf
ASCD, National Association of Elementary School Principals, National Association of Secondary School Principals, Learning Forward, American Federation of School Administrators, & New Leaders. (2017, April 4). Letter to Chairmen R. Blunt and T. Cole and Ranking Members P. Murray and R. DeLauro. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/policy/title-ii-letter-to-approps-4-4-17.pdf
Assessment Training Institute. (2003). Assessment for learning: Thinking about assessment. Portland, OR: Pearson.
Bill & Melinda Gates Foundation. (2014, December). Teachers know best: Teachers' views on professional development. Retrieved from http://k12education.gatesfoundation.org/resource/teachers-know-best-teachers-views-on-professional-development/
Boss, J. (2018, January 1). Four not-so-boring team norms to start your year off right. Retrieved from https://www.forbes.com/sites/jeffboss/2018/01/01/4-not-so-boring-team-norms-to-start-your-year-off-right/
Brookhart, S. M. (2009). PLC series: Exploring formative assessment. Alexandria, VA: ASCD.
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. Alexandria, VA: ASCD.
California Comprehensive Center at WestEd. (2015, March). Professional learning system review: A companion tool for the quality professional learning standards. Retrieved from http://cacompcenter.org/wp-content/uploads/2016/04/EducationTaskForce_QPLS_Tool.pdf
Calvert, L. (2016). Moving from compliance to agency: What teachers need to make professional learning work. Oxford, OH, and Arlington, VA: Learning Forward & National Commission on Teaching & America's Future. Retrieved from https://learningforward.org/docs/default-source/pdf/teacheragencyfinal.pdf
Center for Teaching Quality (CTQ) & Digital Promise. (2017, October). Continuing the educator micro-credential movement: An update from CTQ and Digital Promise. Retrieved from http://digitalpromise.org/wp-content/uploads/2016/03/October2017_MCs_FINAL3.pdf
Cody, C. B., & Guskey, T. R. (1997). Professional development. In J. C. Lindle, J. M. Petrosko, & R. S. Pankratz (Eds.), 1996 review of research on the Kentucky Education Reform Act (pp. 191–209). Frankfort, KY: The Kentucky Institute for Education Research.
Currie, B., Krakower, B., & Rocco, S. (2016). 140 Twitter tips for educators: Get connected, grow your professional learning network, and reinvigorate your career. San Diego, CA: Dave Burgess Consulting.
Darling-Hammond, L., Chung Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009, February). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council. Retrieved https://learningforward.org/docs/pdf/nsdcstudy2009.pdf
Delisle, D. S. (2017, May 16). Business invests in professional learning. Why doesn't education? Cutting Title II funding for teacher professional development is shortsighted. Education Week. Retrieved from http://www.edweek.org/ew/articles/2017/05/17/business-invests-in-professional-learning-why-doesnt.html
Easton, L. B. (2009). Protocols for professional learning. Alexandria, VA: ASCD.
Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: ASCD
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: ASCD.
Gonzalez, J. (2016, September 25). How pineapple charts revolutionize professional development [Blog post]. Retrieved from https://www.cultofpedagogy.com/pineapple-charts/
Gulamhussein, A. (2013, September). Teaching the teachers: Effective professional development in an era of high stakes accountability. Alexandria, VA: Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Teaching-the-Teachers-Effective-Professional-Development-in-an-Era-of-High-Stakes-Accountability/Teaching-the-Teachers-Full-Report.pdf
Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45–51.
Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748–750. doi:10.1177/003172170308401007
Guskey, T. R. (2005). Taking a second look at accountability. Journal of Staff Development, 26(1), 10–18.
Guskey, T. R. (2012). The rules of evidence: Focus on key points to develop the best strategy to evaluate professional learning. The Learning Professional/JSD, 33(4), 40–43. Retrieved from http://tguskey.com/wp-content/uploads/Professional-Learning-3-The-Rules-of-Evidence.pdf
Guskey, T. R. (2013). Does it make a difference? Evaluating professional development. Retrieved from https://pdo.ascd.org/LMSCourses/PD13OC010M/media/Leading_Prof_Learning_M6_Reading1.pdf
Guskey, T. R. (2014, May). Planning professional learning. Educational Leadership, 71(8), 10–16.
Guskey, T. R. (2016). Gauge impact with five levels of data. Journal of Staff Development, 37(1), 32–37.
Guskey, T. R. (2017). Where do you want to get to? Effective professional learning begins with a clear destination in mind. The Learning Professional, 38(2), 32–37.
Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90(7), 495–500. doi:10.1177/003172170909000709
Hamstra, K. (2018, June 16). #Gridculum [Blog post]. Retrieved from https://kylehamstra.com/2018/06/16/gridculum/
Hobby, R. (2004). A culture for learning: An investigation into the values and beliefs associated with effective schools. Philadelphia: Hay Group.
Holton, E. F. (1996). The flawed four-level evaluation model. Human Resource Development Quarterly, 7(1), 5–21. doi:10.1002/hrdq.3920070103
Kallick, B., & Zmuda, A. (2017). Students at the center: Personalized learning with habits of mind. Alexandria, VA: ASCD.
Kaplinsky, R. (2016, August 15). #ObserveMe [Blog post]. Retrieved from http://robertkaplinsky.com/observeme
Kapp, A. (1833). Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik [Plato's educational doctrine: As pedagogy for the individual and as a state pedagogy]. Minden, Germany: Essmann.
Killion, J. (2018). Assessing impact: Evaluating professional learning (3rd ed.). Thousand Oaks, CA: Corwin and Learning Forward.
Kirkpatrick, D. L., Kirkpatrick, J. D., & Kirkpatrick, W. K. (n.d.). The New World Kirkpatrick Model. Retrieved from https://www.kirkpatrickpartners.com/Our-Philosophy/The-New-World-Kirkpatrick-Model
Knapp, M. S., Copland, M. A., & Talbert, J. E. (2003). Leading for learning: Reflective tools for school and district leaders. Seattle, WA: Center for the Study of Teaching and Policy.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. New York: Cambridge Adult Education.
Knowles, M. S. (1996). Adult learning. In R. L. Craig (Ed.), American Society for Training and Development handbook (4th ed., pp. 253–265). New York: McGraw-Hill.
Korn Ferry Hay Group. (2016, February 4). Korn Ferry Hay Group global study: Driving culture change key leadership priority [Press release]. Retrieved from https://www.kornferry.com/press/korn-ferry-hay-group-global-study-driving-culture-change-key-leadership-priority
Leading Effectively Staff. (2015, February 9). The real-world guide to team norms. Retrieved from https://www.ccl.org/articles/leading-effectively-articles/the-real-world-guide-to-team-norms
Learning Forward. (2011). Standards for professional learning quick reference guide. Journal of Staff Development, 32, 41–44. Retrieved from https://learningforward.org/docs/august-2011/referenceguide324.pdf
Lindeman, E. C. (1926). The meaning of adult education. New York: New Republic.
Lough, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. Crows Nest, NSW, Australia: Allen & Unwin.
McDonald, L. (2007). In from the cold: Developing training to impact. In A. Fanti (Ed.), Psychological science: Research, theory, and future directions (pp. 283–296). Athens, Greece: ATINER.
McDonald, L. (2014). Transfer of the learning: Teacher professional development. European Journal of Social and Behavioural Sciences, 1570–1574. doi:10.15405/ejsbs.140
National School Reform Faculty. (n.d.). NSRF protocols and activities from A to Z. Retrieved from https://www.nsrfharmony.org/protocols/a-z
Nawaz, S. (2018, January 15). How to create executive team norms—And make them stick. Retrieved from https://hbr.org/2018/01/how-to-create-executive-team-norms-and-make-them-stick
Organisation for Economic Cooperation and Development (OECD). (1998). Staying ahead: In-service training and teacher professional development. Paris: OECD Publishing.
Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
Peterson, K. D., & Deal, T. E. (2009). The shaping school culture fieldbook. San Francisco: Jossey-Bass.
Quaglia, R. J., & Lande, L. L. (2017). Teacher voice: Amplifying success. Thousand Oaks, CA: Corwin.
Ramaswamy, V., & Ozcan, K. (2014). The co-creation paradigm. Stanford, CA: Stanford University Press.
Reeves, D. B. (2010). Transforming professional development into student results. Alexandria, VA: ASCD.
Richardson, J. (1999, August/September). Norms put the "Golden rule" into practice for groups. Tools for Schools. Oxford, OH: National Staff Development Council. Retrieved from https://learningforward.org/docs/tools-for-learning-schools/tools8-99.pdf
Rimal, R. N., Lapinski, M. K., Cook, R. J., & Real, K. (2007, February 23). Moving toward a theory of normative influences: How perceived benefits and similarity moderate the impact of descriptive norms on behaviors. Retrieved from https://msu.edu/~lapinsk3/Maria_Lapinski/Publications_files/18.%20ica03_proceeding_111588.PDF
Rosenstock-Huessy, E. (1992). Andragogy—1925 (R. Huessy, Trans.). Retrieved from http://www.erhfund.org/online-article/andragogy-1925/
Sawchuk, S. (2015, September 28). Long Beach District sets course to personalize teacher PD. Retrieved from https://www.edweek.org/ew/articles/2015/09/30/long-beach-district-sets-course-to-personalize.html
Schmoker, M. (2015, October 10). It's time to restructure teacher professional development. Education Week, 35(9), pp. 18–19. Retrieved from http://www.edweek.org/ew/articles/2015/10/21/its-time-to-restructure-teacher-professional-development.html
School Reform Initiative. (2017). Considerations for responsive facilitation. Retrieved from https://www.schoolreforminitiative.org/download/considerations-for-responsive-facilitation/
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. New York: Random House.
Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2012). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Crown Business.
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. New York: Portfolio/Penguin.
Smith, M. (2016). Real world leadership: Part three: Create an engaging culture for greater impact. Washington, DC: Korn Ferry. Retrieved from https://www.kornferry.com/institute/real-world-leadership-part-three-create-an-engaging-culture-for-greater-impact
Stevens, K. (2014, April 30). Twitter exec reports that educators dominate the Twitter-sphere. Retrieved from https://www.edsurge.com/news/2014-04-30-twitter-exec-reports-that-educators-dominate-the-twitter-sphere
Tennessee Department of Education. (2017). Professional learning planning and evaluation rubric. Retrieved from https://www.tn.gov/content/dam/tn/education/training/PD_Rubric_Sept_2017.pdf
TNTP. (2015). The mirage: Confronting the hard truth about our quest for teacher development. Retrieved from https://tntp.org/publications/view/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development
Venables, D. R. (2018). Facilitating teacher teams and authentic PLCs: The human side of leading people, protocols, and practices. Alexandria, VA: ASCD.
Wiggins, G., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: ASCD.
Yoon, K. S., Duncan, T., Lee, S. W., Scarloss, B., & Shapley, K. L. (2007, October). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers (REL 2007-No. 033). Washington, DC: Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf
Zmuda, A., Curtis, G., & Ullman, D. (2015). Learning personalized: The evolution of the contemporary classroom. San Francisco: Jossey-Bass.
