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Resources for Leading PD

Research on Leading PD 


Developing Practice


Ball & Cohen, 1999


This paper served as the basis for policy recommendations in "What Matters Most," a major report of the National Commission on Teaching and America’s Future. It synthesizes important research in the fields of teaching and teacher education. Emphasized throughout is the importance of a significant and sustained investment in well-educated professional teachers.


Professional Vision


Goodwin, 1994


In this article, Goodwin develops the term “professional vision” to characterize the specialized way that members of a professional group look at the phenomena of interest of them.


Teaching Practice: A Cross-Professional Perspective


Grossman, Compton, Igra et. al, 2009


The purpose of the study is to develop a framework to describe and analyze the teaching of practice in professional education programs. This research is a comparative case study of professional education across three different professions—the clergy, clinical psychology, and teaching. We have identified three key concepts for understanding the pedagogies of practice in professional education: representations, decomposition, and approximations of practice.


A Review of High-Leverage Teaching Practices


Anne Cummins Hlas, Christopher S. Hlas, 2012


The purpose of the study is to develop a framework to describe and analyze the teaching of practice in professional education programs. This research is a comparative case study of professional education across three different professions—the clergy, clinical psychology, and teaching. We have identified three key concepts for understanding the pedagogies of practice in professional education: representations, decomposition, and approximations of practice.


Core Practices and Pedagogies of Teacher Education


McDonald, Kazemi, Kavanagh, 2013


Currently, the field of teacher education is undergoing a major shift—a turn away from a predominant focus on specifying the necessary knowledge for teaching toward specifying teaching practices that entail knowledge and doing. In this article, the authors suggest that current work on K-12 core teaching practices has the potential to shift teacher education toward the practice of teaching. However, the authors argue that to realize this vision we must reimagine not only the curriculum for learning to teach but also the pedagogy of teacher education.


High-Leverage Teaching Practices- List with Descriptions (downloadable document)


TeachingWorks, 2016


High-leverage practices are the basic fundamentals of teaching. These practices are used constantly and are critical to helping students learn important content. The high-leverage practices are also central to supporting students’ social and emotional development. These high-leverage practices are used across subject areas, grade levels, and contexts. They are “high-leverage” not only because they matter to student learning but because they are basic for advancing skill in teaching.