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Professional Development
part of the Education Reform Network
Professional Development logo


Staff development that improves the learning of all students prepares educators to understand and appreciate all students, create safe, orderly, and supportive learning environments, and hold high expectations for their academic achievement.


Effective educators know and demonstrate appreciation for all their students. Through their attitudes and behaviors, they establish classroom learning environments that are emotionally and physically safe and they communicate high expectations for academic achievement and quality interpersonal relationships. The following links support this standard:

  • Publications
    Publications available online for urban school systems. Written in English and Spanish, the publications address issues of equity.
  • A Look Within
    Helping teachers talk about equity and diversity issues is a difficulty but necessary step to overcoming biases in the classroom. The dyad, support group, and personal experiences models, if used effectively in a safe environment, can help frame the discussion.
  • ASPIRA Association
    The ASPIRA Association, Inc. is the only national nonprofit organization devoted solely to the education and leadership development of Puerto Rican and other Latino youth.
  • Critical Issue: Educating Teachers for Diversity
    Overview of professional development for teachers in the area of diversity. Provides links to model program and other resource.
  • CyberSisters
    A mentoring program that links middle school girls with University of Oregon and Oregon State University women mentors. Mentors use e-mail and face-to-face contact to encourage communication.
  • Digital Divide
    PBS website on the inequities caused by lack of access to technology.
  • Effective Staff Learning Must Be Linked to Student Learning
    Holding students to high expectations is a belief that underlies teachers� actions. Several actions include knowing what students know and don�t know, giving students multiple opportunities to meet expectations, focusing on what students are doing well, and establishing appropriate consequences for not meeting standards.
  • Ours and Mine
    By using a framework of understanding collective vs. individualistic cultures, educators can begin to understand how different people approach matters they face in life � and in school.
  • SIT ACCESS Graduate Certificate
    ACCESS (Actively Connecting Content, English, Students and Standards) is a three-credit graduate certificate course in sheltered instruction. In a highly interactive and experiential course tachers are introduced to second language acquisition as well as the principles and practices of sheltered instruction.
  • Successful Schools Share Winning Strategies
    Characteristics of schools successful in increasing student achievement include schoolwide focus on standards and improving results, strong leader, value collaboration, commitment to help all student achieve, and multiple ways of improving instruction.