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Bleecher, H. (1976). Educational accountability in Michigan: Root and branch. Educational
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Laws, M. (1939). American teacher yesterday, today and tomorrow. Teacher-Education Journal V. 1
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Spencer, D. (2000). Teachers' work: Yesterday, today, and tomorrow. Yearbook (National Society for
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Spring, J. (2004). Deculturalization and the struggle for equality : a brief history of the education of
dominated cultures in the United States. 4th edition. Boston : McGraw-Hill, 2004.
Watras, J. (2002). The foundations of educational curriculum and diversity : 1565 to the present. Boston : Allyn and Bacon, c2002.
© Iowa Teacher Quality Partnership Grant 2011 -­‐ No Distribution Without Permission Selected R esources Braun, H., Coley, R., Jia, Y., & Trapani, C. (2009, May). Exploring what works in science instruction: A look at the eighth-­‐grade science classroom (ETS Policy Information Report). Princeton, NJ: Educational Testing Service. Beyer, B.K. (2008). What research tells us about teaching thinking skills. The Social Studies, 99(5), 223-­‐232. Boethel, M . (2003). Diversity-­‐ School, family and community connections. National Center for Family and Community Connections with Schools. Austin, TX: SEDL Education Commission of the States (2010). Teacher leaders. The Progress of Education Reform, 11(6), Denver, CO: Author. Etscheidt, S., Curran, C. M., & Sawyer, C. (In press). Promoting reflection in teacher preparation programs: A multi-­‐level modal. Teacher Education and Special Education. Frederichs, J.A., Bluenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-­‐108. Giovanelli, M. (2003). Relationship between reflective dispositions and effective teaching. Journal of Education Research, 96(5), 293-­‐309. Grant, C.A. & Gillette, M. (2006). A candid talk to teacher educators about effectively preparing teachers who can teach everyone’s children. Journal of Teacher Education, 57(3), 292-­‐299. Hamilton, L., Halverson, R., Jackson, S., M andinach, E ., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-­‐4067). Washington, DC: National Center for Education E valuation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/. Hillman, S.J., Rothennel, D., & Scarano, G. H. (2006). The assessment of preservice teachers’ dispositions. The Teacher Educator, 41(4), 234-­‐250. Hattie, J. (2003, October). Teachers make a difference. What is the research evidence? Australian Council for Educational Research Annual Conference. Retrieved December 31, 2010 from= http://web.auckland.ac.nz/uoa/fms/default/education/staff/Prof.%20John%20Hattie/Documents/Presentations/influences/Teach
ers_make_a_difference_-­‐_ACER_(2003).pdf Heritage, M. (2010, September). Formative assessment and next-­‐generation assessment systems: Are we losing an opportunity. Washington, DC: Council of Chief State School Officers. Iowa Department of E ducation (2010). Literature review summaries. Iowa Core Curriculum: Characteristics of Effective Instruction: Student-­‐centered classroom; Teaching for understanding; Assessment for learning; Rigor and relevance; Teaching for learning differences. Des, Moines, IA. Irvine, J.J. (2010). Culturally relevant pedagogy. Education Digest, 75(8), 57-­‐61. Kidd, J.K., Sanchez, S.Y. & Thorp, S.E. (2008). Defining moments: Developing culturally responsive dispositions and teaching practice in early childhood preservice teachers. Teaching and Teacher Education, 24(2), 316-­‐329. Kosanovich, M. L., Reed, D. K., & Miller, D. H. (2010). Bringing literacy strategies into content instruction: Professional learning for secondary-­‐level teachers. Portsmouth, NH: RMC Research Corporation, Center on Instruction. National Council for Accreditation of Teacher Education (2010, October). The road less traveled -­‐ How the developmental sciences can prepare educators to improve student achievement: Policy recommendations. Washington, DC: Author. National Research Council. (2005). How students learn: History, mathematics, and science in the classroom. Committee on How People Learn, A Targeted Report for Teachers. M .S. Donovan and J.D. Bransford, Editors. Division of Behavioral and Social Sciences and E ducation. Washington, DC: The National Academies Press. National M athematics Advisory Panel. Foundations for S uccess: The Final Report of the National Mathematics Advisory Panel, U.S. Department of Education: Washington, DC, 2008.
Padron, Y.N, Waxman, H.C., & Rivera, H.H. (2002). Educating Hispanic students: Obstacles and avenues to improved academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence (CREDE). Rinaldo, V.J., Denig, S.J., Sheeran, T.J., Benjamin-­‐Cramer, R., V ermete, P.J., Foote, C.J., & Smith, R .M. (2009). Developing the intangible qualities of good teaching: A self study. Education, 130(1), 42-­‐ 52. Schumaker, J.B. (2009). Teacher preparation and professional development in effective learning strategy instruction. TQ Issue Connection Paper on Improving Student Outcomes in General and Special Education. Washington, D.C.: National Comprehensive Center on Teacher Quality. Schussler, D.L., Bercaw, L.A., & Stooksberry, S.M. (2008). The fabric of teacher candidate dispositions: What case studies reveal about teacher thinking. Action in Teacher Education, 29(4), 39-­‐52. Sirin, S.R. (2005). Socioeconomic status and academic achievement: A meta-­‐analytic review of research. Review of Educational Research, 75(3), 417-­‐453. Stronge, J.H. (2007). Qualities of effective teachers (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Swackhammer, L.E., Koellner, K., Basile, C., & Kimbrough, D. (2009). Increasing the self-­‐efficacy of inservice teachers through content knowledge. Teacher Education Quarterly, 36(2), 63-­‐78. Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R., Brimijoin, K., Conover, L.A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest and learning profile in academically diverse classrooms: A review of the literature. Journal for the Education of the Gifted, 27(2/3), 119-­‐145. Torgesen, J.K., Houston, D.D., Rissman, L.M., Decker, S.M., Roberts, G., Vaughn, S., Wexler, J., Francis, D.J., Rivera, M.O, & Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation. Center on Instruction. U.S. Department of Education. (2010). Great teachers and great leaders. Washington, DC: Author. Retrieved from http://www2.ed.gov/policy/elsec/leg/blueprint/great-­‐teachers-­‐great-­‐leaders.pdf Wolters, C.A. & Daughtery, S.G. (2007). Structures and teachers’ sense of efficacy; Their relation and Association to teaching experience and academic level. Journal of Educational Psychology, 99(1), 181-­‐193. © Iowa Teacher Quality Partnership Grant 2011 -­‐ No Distribution Without Permission Transformative Qualities
Global
Citizen
Global Citizen
Leadership,
Collaboration,
& Advocacy
Transformative
Learning:
Teacher & Student
Rapidly
Changing
Content
• Social identity
• Healthy lifestyles
• Individual social/emotional
development
• Students & teachers part of larger
community without boundaries
• Sustainability: Steward of land, people,
cultures
• Culturally proficient, self-aware, &
reflective in order to effectively serve an
increasingly diverse
population
Multiple
Ways of
Learning &
Teaching
Leadership,
Collaboration, & Advocacy
Rapidly Changing Content
• Teachers & students advocate for signifcant issuses
• Teams are the central organizational structure, with
each member contributing their expertise
• Teachers & students collaborate, necessitating advanced
collaboration skills
• Global collaboration through digital communication
• Educators immersed in team decisions about creating
student-centered environments where individual needs
of students are addressed & all students practice &
learn at higher levels
• Anytime/anywhere professional development
is the norm
• Multiple/global literacies: problem solving, curiosity,
creativity, innovation, communication, interpersonal
skills, ability to synthesize across disciplines, ethics, &
technological expertise
• Performance-based accountability with a focus broader
than content
• A melding of teaching content along with universal skills
• Technology-supported, unlimited access to information
Transformative
Learning:
Teacher & Student
Multiple Ways of Learning & Teaching
• Customized student-centered
opportunities for personalized learning
• New configurations of teaching &
learning that redefine the classroom,
courses, and academic advancement
• Anytime/anywhere learning fo teacher
& student
• Technology-supported transformation
of how students learn and collaborate
& how teachers learn, assess, and
collaborate
• Incorporation of a broad
definition of community
© Iowa Teacher Quality Partnership Grant 2011 - No Distribution Without Permission
Selected Resources
Association for Supervision and Curriculum Development (ASCD), The Learning Compact
Redefined: A Call for Action, A Report on the Commission on the Whole Child, 2007
Berry, Barnett (2009) The Teachers of 2030: Creating a Student-centered Professions for the
21st Century. A TeacherSolutions 2030 Product, Center for Teacher Quality, Sept. 30, 2009.
Berry, B., Daughtrey, A. and Wieder, A. Teacher Effectiveness: The Conditions that Matter
Most and a Look to the Future. The Center for Teaching Quality, March, 2010.
Council of Chief State School Officers (CCSSO), Innovate to Educate: System [Re]Design for
Personalized Learning. A Report from the 2010 Symposium.
Council of Chief State School Officers (CCSSO). (2009). Transforming education: Delivering on our
promise to every child. Retrieved Jan. 15, 2010, from http://www.ccsso.org/content/
pdfs/Transforming%20Education%20FAQs.pdf.
Danielson, Charlotte (2006), Teacher Leadership that Strengthens Professional Practice,
Association for Supervision and Curriculum Development. Alexandria, Virginia.
Darling-Hammond, Linda (2010), The Flat World and Education: How America’s
Commitment to Equity will Determine our Future, Teachers College Press, New York.
Dede, C. (2007). Transforming Education for the 21st Century: New Pedagogies that Help All
Students Attain Sophisticated Learning Outcomes. Retrieved December 16, 2010, from
http://www.gse.harvard.edu/~dedech/Dede_21stC-skills_semi-final.pdf
Hill, D., Jeffrey, J., McWalters, P., Paliokas, K., Seagren, A., and Stumbo, C. Transforming
Teaching and Leading: A Vision for a High-Quality Educator Development System Education
Workforce White Paper, Council of Chief State School Officers, Washington, D.C. 2010.
Noddings, Nel, editor, (2005) Educating Citizens for Global Awareness: developed in
association with the Boston Research Center for the 21st Century. Teachers College Press,
Columbia University, New York
National Association for Independent Schools, Educating for Global Citizenship, Retrieved Feb. 15,
2010 from
http://www.nais.org/about/seriesdoc.cfm?ItemNumber=148793&sn.ItemNumber=146810
Newmann, F., King, B. and Carmichael, D., (2009) Teaching for Authentic Intellectual Work
Standards & Scoring Criteria for Teachers' Tasks, Student Performance, and Instruction, Tasora
Books.
Rodgers, M., Runyon, D., Starrett, D. and Holzen, R. (2006) Teaching the 21st Century Learner.
Paper presented at The Annual Conference on Distance Teaching and Learning.
Teacher Leader Exploratory Consortium, Model Teacher Leader Standards, downloaded on
Feb. 1, 2011 from http://tlstandards.pbworks.com/f/13852_TeacherLeaderStnds_HR.pdf
Feb. 17, 2010.
The Partnership for 21st Century Schools, http://www.p21.org/
Thompson, Barbara Teacher Leaders, The Progress of Educational Reform, Volume 11, No. 6,
Dec. 2010.
©Iowa Teacher Quality Partnership Grant 2011 - No Distribution Without Permission