STELLAR: A JOB-EMBEDDED MODEL OF PROFESSIONAL DEVELOPMENT

Historically, middle schools have existed much like
the neglected middle child in a family. The No
Child Left Behind Act of 2001 has changed that
position as middle schools are the focus of a
growing number of research studies and of intense
outcome-oriented attention. This book presents the
STELLAR (Students and Teachers Engaged in Literacy
Learning and Respect) model for middle school
job-embedded collaborative professional
development. A literature review of the
characteristics of professional development, a
compilation of site documents from one school
district in the mid-Atlantic region of the United
States, and a summary of focus group interview data
from teachers in the district''s middle schools
informed the development of this middle school model
of professional development. Analysis of structured
interviews from district administrators and middle
school principals guided revision of the model so as
to make it viable for implementation in their middle
schools.

Autorentext
Deborah M. Fetzer serves as a reading specialist at Cab Calloway School of the Arts in Delaware. Fetzer's passion lies with adolescents who have reading difficulties. She has coached teachers in literacy instruction. She co- founded George Fox Friends School in southern Pennsylvania and is an adjunct for the University of Delaware.

Klappentext
Historically, middle schools have existed much like the neglected middle child in a family. The No Child Left Behind Act of 2001 has changed that position as middle schools are the focus of a growing number of research studies and of intense outcome-oriented attention. This book presents the STELLAR (Students and Teachers Engaged in Literacy Learning and Respect) model for middle school job-embedded collaborative professional development. A literature review of the characteristics of professional development, a compilation of site documents from one school district in the mid-Atlantic region of the United States, and a summary of focus group interview data from teachers in the district's middle schools informed the development of this middle school model of professional development. Analysis of structured interviews from district administrators and middle school principals guided revision of the model so as to make it viable for implementation in their middle schools.