1. Professional Development
Sylvia Linan-Thompson
Vaughn Gross Center for Reading and Language Arts
The University of Texas at Austin

2. Professional Development
That is
Coherent
Has content that focuses on increasing teacher knowledge and skill in critical areas and
Is of adequate intensity and duration
Is needed in a systematic approach to professional development

3. Coherence
Refers to the degree to which PD activities are aligned with school, district, and state goals, standards, and initiatives
and
Expected student outcomes

4. Content Focus on those areas you want to change
the use of assessment to inform instruction
instruction

5. Instruction Strategy instruction
Teachers across content areas need to know how to teach students to use strategies and how to integrate strategy use

6. In particular Struggling readers need strategies for word reading
comprehension
Vocabulary
that cut across the content areas

7. In addition, Teachers will be more likely to use the practices if
Are able to integrate the practices into their content and routines
They believe they support content acquisition
They believe student outcomes will improve

8. Format Large group Follow-up
The combination will ensure that the PD is of sufficient intensity and duration which is associated with teacher change.

9. Pre-service Teachers
Entails engaging institutions of higher learning in the planning and development of the initiatives and policies that will drive change.

10. Conclusion
This approach requires the collaboration and participation of stakeholders at every level.
Commitment to making this a priority by developing initiatives, policy, and funding that support the level of change needed to change student outcomes.