Maine ASCD Journal of Maine Education

Journal 2015

The Journal of Maine Education is published by the Maine chapter of ASCD with acknowledgements of in-kind contributions from the University of Maine at Augusta. Our mission is to shape, energize and customize learning for all Maine educators.

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Page 8 of 122

Volume XXXI - Page 9 - 2015 INTRODUCTION Supporting Professional Growth STRUCTURES AND STRATEGIES For this issue, Journal of Maine Education (JME) contributors were asked to discuss workplace and outside the workplace structures and practices that support educators' professional growth. Authors - teachers, principals, an assistant principal, college and university faculty, program directors, curriculum specialists, instructional coaches, a Maine Department of Education leader, and workshop presenters - discuss an array of overlapping strategies that support and forward teachers' and administrators' professional learning and development. For a broader context, Anne Wescott Dodd's review of From Schoolhouse to Schooling System: Maine Public Education in the 20th Century by Gordon A. Donaldson, Jr., points out requirements and supports for educators' professional growth reflect changes in organizational structures and societal concerns. In Pencils: e Engine of Staff Development, principal Tracy Williams explains faculty's collaborative focus in analyzing students' work and addressing school wide learning goals creates professional development within the school itself. On the other hand, Emily Morrison, author of No More Isolation, Please! describes how her work with students strengthened, as a result of insights and energy she received by expanding her network to colleagues from around the state. Many of the articles describe how support of teachers' leadership results in their professional growth. In Differentiated Professional Development by Julie Meltzer and her colleagues, teachers' LEE ANNA STIRLING Editor

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