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A Training and Capacity-Building Model to Retrain Teachers is Our Next Frontier in Providing Professional Development for Teachers
Unformatted Document Text:  A Training and Capacity-Building Model to Retrain Teachers is Our Next Frontier in Providing Professional Development for Teachers Section I: Content Statement of the issue:The focus of the presentation is to present a training and capacity-building mod el designed around research-based practices to build teachers’ capacity for teaching and learning so that they are able to successfully instruct students with special and/or additional needs in their classrooms. Designing a training and capacity-building model around research-based practices is one way to build capacity. Capacity is defined as the set of skills, knowledge, tools, data and commitments needed to do something or to retain the maximum amount of something. Related to education, capacity is defined “by the degree of successful interaction of students and teachers around content” (Elmore, 2002, p. 23). Thus, building the capacity of teachers through a training and capacity-building model requires university faculty to scaffold teachers as they increase their capability to make necessary changes in their practice based on new knowledge in order to most effectively impact student learning. Literature review:Building capacity of teachers and university faculty is out next frontier in providing research-based practices in professional development for teachers. As so clearly stated by Richard Elmore (2000), “without substantial investment in capacity building, all that performance-based accountability systems will demonstrate is that some schools are better prepared than others to respond to accountability and performance-based incentives, namely the ones that have the highest capacity to begin with” (p. 23).Building teachers’ capacity must be job-embedded, for teachers as learnersare at the heart of educational reform and quality. They need to learn a whole new set of skills, knowledge, and practices, which does not “happen by osmosis, administrative mandate, or even sheer will and determination . . . but requires opportunities to develop [the] procedural knowledge associated with the innovation, and opportunities to explore new routines and modify practices” (Hargreaves et al., 2000, p. 30-33). This kind of demanding work requires deliberate, sustained learning by teachers. Contribution:The presentation relates to the “Picturing Expanded Alliances” strand in that capacity-building and training as developed in other professions has been adapted to meet the needs in training professional educators. The training and capacity-building model provides training to enhance the qualifications of classroom teachers. In addition, the capacity-building professional development model introduces teachers to research-based practices in instruction. RelevanceThe training and capacity-building model is based on the best practices research on effective development as described in The New Structure of School Improvement: Inquiring Schools and Achieving Students. (Joyce, B.,

Authors: Cypress, Karen., Saunders, Elizabeth. and Tucker, Patricia.
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A Training and Capacity-Building Model to Retrain Teachers is Our Next Frontier in
Providing Professional Development for Teachers
Section I: Content
Statement of the issue:
The focus of the presentation is to present a training and capacity-building mod el
designed around research-based practices to build teachers’ capacity for teaching and
learning so that they are able to successfully instruct students with special and/or
additional needs in their classrooms.
Designing a training and capacity-building model around research-based practices
is one way to build capacity. Capacity is defined as the set of skills, knowledge, tools,
data and commitments needed to do something or to retain the maximum amount of
something. Related to education, capacity is defined “by the degree of successful
interaction of students and teachers around content” (Elmore, 2002, p. 23). Thus, building
the capacity of teachers through a training and capacity-building model requires
university faculty to scaffold teachers as they increase their capability to make necessary
changes in their practice based on new knowledge in order to most effectively impact
student learning.
Literature review:
Building capacity of teachers and university faculty is out next frontier in
providing research-based practices in professional development for teachers.
As so clearly stated by Richard Elmore (2000), “without substantial investment in
capacity building, all that performance-based accountability systems will demonstrate is
that some schools are better prepared than others to respond to accountability and
performance-based incentives, namely the ones that have the highest capacity to begin
with” (p. 23).
Building teachers’ capacity must be job-embedded, for teachers as learners
are at the heart of educational reform and quality. They need to learn a whole new set of
skills, knowledge, and practices, which does not “happen by osmosis, administrative
mandate, or even sheer will and determination . . . but requires opportunities to develop
[the] procedural knowledge associated with the innovation, and opportunities to explore
new routines and modify practices” (Hargreaves et al., 2000, p. 30-33). This kind of
demanding work requires deliberate, sustained learning by teachers.
Contribution:
The presentation relates to the “Picturing Expanded Alliances” strand in
that capacity-building and training as developed in other professions has been
adapted to meet the needs in training professional educators. The training and
capacity-building model provides training to enhance the qualifications of
classroom teachers. In addition, the capacity-building professional
development model introduces teachers to research-based practices in
instruction.
Relevance
The training and capacity-building model is based on the best practices
research on effective development as described in The New Structure of
School Improvement: Inquiring Schools and Achieving Students. (Joyce, B.,


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