"Developed around an unassailable conceptual framework of adult learning theory, self-directed learning, action research, critical reflection, and group learning, Husby pointedly addresses the interests and standards of society; her individualized professional development program provides for professional accountability because individuals' goals must impact student achievement, and it adheres to professional standards as explicated by the National Staff Development Council."
From the Foreword by Jo Blase, Professor of Educational Leadership
University of Georgia
"This book makes a distinct contribution to the field by stressing ownership of growth by the adult learner and the role of the facilitator in creating a fertile environment for growth. It fills an unmet need on the market."
Mike Ford, Superintendent of Schools
Phelps-Clifton Springs Central School District, NY
"I was completely engrossed with this book. Husby hit on all the important steps in establishing a staff development program and explains not only the 'how' but also the 'why.'"
Catherine Kilfoyle Duffy, English Language Arts Chairperson
Three Village Central School District, East Setauket, NY
Provide learner-focused professional development that builds organizational capacity!
When teachers direct their own professional growth activities, learning is more meaningful and effective. But how can a program capitalize on this fact while remaining focused on larger school and district performance goals?
Individualizing Professional Development explains how to satisfy both individual needs and preferences of teachers and organizational demands for accountability and improved student achievement. Author Vicki R. Husby integrates best practices of adult learning, action research, and self-directed learning into a job-embedded professional development process that successfully joins these sometimes competing goals.
Designed as a how-to manual, this accessible resource includes:
- Step-by-step directions for designing and implementing a program
- Mini-lesson directions and materials
- A reproducible learning plan template
- Examples of participants' individualized learning plans
- Typical teacher commentary in response to the program
Considering today's high-stakes educational environment, the need for this flexible, sustainable, and inexpensive professional development program has never been greater. Discover the tools and strategies to facilitate individualized teacher learning and improve academic performance.
Industry Reviews
"This book makes a distinct contribution to the field by stressing ownership of growth by the adult learner and the role of the facilitator in creating a fertile environment for growth. It fills an unmet need on the market." -- Mike Ford, Superintendent of Schools "I was completely engrossed with this book. Husby hit on all the important steps in establishing a staff development program and explains not only the 'how' but also the 'why.'" -- Catherine Kilfoyle Duffy, English Language Arts Chairperson "Developed around an unassailable conceptual framework of adult learning theory, self-directed learning, action research, critical reflection, and group learning, Husby pointedly addresses the interests and standards of society; her individualized professional development program provides for professional accountability because individuals' goals must impact student achievement, and it adheres to professional standards as explicated by the National Staff Development Council." -- From the Foreword by Jo Blase, Professor of Educational Leadership "Both practical and research-based, her text provides specific lesson outlines for staff developers to introduce and facilitate action research as a critical form of professional development for adult learners. Husby offers us a way to see our practice with new eyes through inquiry and perhaps grow our teaching through data analysis. She makes a convincing argument that self-directed learning is what our teachers want and need. The kind of professional development Husby describes results in real reform: helping teachers grow as individuals within a community effort, not as cogs in a wheel of prepackaged programs." -- The Journal of Staff Development, Vol. 26, NO. 4, Fall 2005
