Teacher Professional Development

Indicators of Topics of Teacher PD - Math and Science Teachers

Integrating Information Technology

Questions teachers across the APEC region on whether or not they participate in PD on integrating information and communication technologies into the classroom.

Improving Students' Critical Thinking Skills

Questions teachers across the APEC region on whether or not they participate in PD on developing students' skills in critical thinking or problem solving.

Curriculum

Questions teachers across the APEC region on whether or not they participate in PD on developing mathematics or science curricula for use in the classroom.

Pedagogy/Instruction

Questions teachers across the APEC region on whether or not they participate in PD on building their skills in effective pedagogy.

Content

Questions teachers across the APEC region on whether or not they participate in PD on developing subject-specific content for use in the classroom.

Assessment

Questions teachers across the APEC region on whether or not they participate in PD on understanding or implementing subject-specific assessments of their students.

Indicators of Teacher Collaboration

Frequency of General Collaboration Among Math Teachers

Questions mathematics teachers across the APEC region on the degree to which they collaborate with other math teachers to share lessons learned and promising practices.

Frequency of Discussion About How to Teach Particular Concepts

Questions mathematics teachers across the APEC region on the degree to which they discuss instruction of particular concepts with their peers.

Frequency of Preparation of Instructional Materials with Other Teachers

Questions mathematics teachers across the APEC region on the degree to which they prepare instructional materials in conjunction with their peers.

Indicators of Teacher Observation

Frequency of Visitation of Another Teacher's Classroom

Questions mathematics teachers across the APEC region on the degree to which they visit another teacher's classroom to observe their pedagogical style and instructional techniques.

Frequency of Informal Classroom Observation by Another Teacher

Questions mathematics teachers across the APEC region on the degree to which their peers observe them in the classroom.

Professional Development Institute

Since 1973, the Professional Development Institute Inc. (PDI) at the University of North Texas has provided education, information and training. By attending our programs on topics ranging from oil and gas accounting and other energy titles to financial management, private investigations, legal and assorted business skills, more than 500,000 professionals have gained tools that increase performance. We work with experts from around the world to provide results-oriented programs.

National Institute for Early Childhood Professional Development

NAEYC is the leading membership association for those working with and on behalf of young children. NAEYC convenes thought leaders, teachers and other practitioners, researchers, and other stakeholders and sets standards of excellence for programs and teachers in early childhood education. NAEYC members include teachers, paraeducators, center directors, trainers, college educators, families of young children, and the public at large. Membership is open to all individuals who share a desire to serve and act on behalf of the needs and rights of all young children.

Creating a Professional Development Plan

This guide was developed by EDUCAUSE, a nonprofit organization that advances higher education through information technology, for practitioners to develop their own PD plans to benefit their career and help them reach their professional goals.

Education Week: Professional Development Portal 

This portal collects recent news, research, and commentary to assist teachers build their personal and professional skills.