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This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to present a professional development experience for higher education academic staff within the framework of an international Tempus project focused on reorienting university curricula to address sustainability. The project included revising curricula to phase sustainable development principles into university courses.

A qualitative approach was used to examine perceived professional development. Focus groups have been conducted with the academic staff who participated in the project.

The results provided evidence that revising their curricula offered the participants an opportunity to discuss different principles, teaching methods, didactic processes and practices in Education for Sustainable Development (ESD). Several strategies emerged during curricula revision such as a positive attitude towards meta-cognitive strategies and a goal-oriented approach to curriculum planning. Moreover, the project induced the academic staff to reconsider their teaching methods.

The main limitation is the restricted generalisability of the findings, because of the small number of participants. Further research is needed to confirm the theoretical model that emerged. Implications of the results for professional development and the induction of change in academic staff are also discussed.

There is little information about training experiences for enhancing professional development in academic staff using ESD principles, and this study provides a starting point. According to the results, the project had an impact on the participants’ attitudes, teaching principles and methods, course design skills and assessment approaches.

In Hawaiʻi, two public library systems exist – a traditional municipal branch system and a Native Hawaiian rural community-based library network. The Hawaii State Public Library System (HSPLS) is the traditional municipal library system that services the state’s diverse communities with 51 branch locations, plus its federal repository, the Hawaii State Library for the Blind and Print Disabled. The HSPLS primarily serves the local urban communities of Hawaiʻi, diverse in its citizenry. The Native Hawaiian Library, a unit of ALU LIKE, Inc. (a Hawaiian non-profit social services organization), boasts multiple locations across six inhabited Hawaiian Islands, primarily serving rural Hawaiian communities. The HSPLS focuses on traditional public library services offered by MLS-degreed librarians. In contrast, the Native Hawaiian Library (ALU LIKE) focuses on culturally oriented literacy services offered by Hawaiian cultural practitioners. As the state’s only library and information sciences (LISs) educational venue, the University of Hawaiʻi at Mānoa’s LIS program (UHM LIS) is a nexus point between these two library systems where LIS students learn the value of community-based library services while gaining the traditional technical skills of librarianship concerning Hawaiʻi as a place of learning and praxis.

This book chapter focuses on outcomes from the IMLS-funded research project called “Hui ʻEkolu,” which means “three groups” in the Hawaiian language. From 2018 to 2021, the HSPLS, the Native Hawaiian Library (ALU LIKE), and the UHM LIS Program gathered as “Hui ʻEkolu” to create a community of praxis to share and exchange knowledge to learn from one another to improve professional practice and heighten cultural competency within a Hawaiian context. Native Hawaiian values were leveraged as a nexus point for the three groups to connect and build relationships for sustainable mentorship and culturally competent connections as a model for librarian professional development. The result is a model for collective praxis that leverages local and endemic cultural values for sustainable collaborative professional development for public librarianship.

The purpose of this paper is to present a new professional development framework (EntreCompEdu) that identifies the competencies educators need to promote entrepreneurial education in primary, secondary and vocational settings.

This conceptual paper explores the relationships between the framework's various constructs to articulate its rationale and value. Its design was informed by literature review and critical feedback from an advisory group of European and national policymakers, university staff, teachers and education consultants. It is currently in a pilot stage.

The paper proposes a new model in the field resting on six pedagogical principles. These are translated into five areas of competence: entrepreneurial knowledge and understanding, planning and organization, teaching and training, assessment, and professional learning.

This paper only describes the conceptual thinking and contents of EntreCompEdu based on a limited literature review. Empirical research is necessary to assess the impact of EntreCompEdu on teaching. There are implications for building a network to support educators' professional development.

EntreCompEdu and its training materials offer educators structure and guidance to develop their competences. These are available in open access format, via https://www.entrecompedu.eu. Participants will have access to a bank of effective teaching practices and support network across Europe.

Collaboration is essential to effective entrepreneurial education, with EntreCompEdu facilitating a support network across Europe.

EntreCompEdu is an original response to a policy problem, namely the need for a professional development framework to support the implementation of EntreComp. It is timely given calls to pay further attention to teachers' professional development and widen the appeal of entrepreneurial education.

Since its introduction in early 2000s, lesson study has been viewed as a promising and powerful approach to professional development and school improvement in Indonesia. The purpose of this article is to discuss the historical development and unique perspective of lesson study at Indonesia University of Education.

Through a systematic review of the related literature to analyse practitioners and official point of views regarding adaptability and sustainability of the lesson study effort, the author portrays the progress and challenge faced by practitioners of lesson study in Indonesia. The author also points out its “existence proof” through the “story of adaptation” in order to describe the “steady change and improvement” and the “local proof route” in practice.

The review shows consecutive changes that started from reforming student learning, teachers’ learning and empowering the learning community, though reaching the core of instructional improvement is indeed challenging.

In this paper there are two substantial lessons learned, i.e. teaching practice and reflective practice are explicated to underlie the proposed framework of substantive aspects of lesson study. Key factors are also highlighted to develop further a valuable and sustained teacher education and development in Indonesia.

The purpose of this paper is to introduce the papers in the current issue and invite comments from the readers of the journal.

This editorial review is intended to stimulate a discussion about the effect of iterative models of professional development, the meaning of student-centred learning, valid evidence of teachers’ learning through collaborative professional development, teachers’ responses to top-down innovation and the cultural script of teaching, all of which are focal in the texts published in Issue 6.3 of the journal.

The boundaries between lesson and learning studies, top-down and bottom-up innovations, teacher learning and teacher participation and cultural scripts are far from distinct and for good reasons.

This editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal.

Understanding the complexity of the change process is critical if early childhood improvement initiatives are to result in lasting change. One of the keys to effective programs and efficient use of resources is an understanding of readiness to change. This chapter presents a theoretical approach to understanding readiness to change in the field of early education and care. We describe applications of this approach used within a community-wide initiative in Rochester, New York, funded by an Early Childhood Educator Professional Development grant. The goal of the initiative was to create an integrated professional development system from entry level through the completion of a bachelor degree, with the priorities of increasing access, alignment, and articulation. We describe interventions at the community, organization, and individual level, and explore the impact of readiness to change at each of these levels.

Evaluation results show that educators enrolled in the research-based mentoring program offered by this grant became involved in other types of professional development programs, made significant gains in the quality of the classroom environment, and had children who made gains in overall development and vocabulary beyond developmental expectations. We conclude with a discussion of these results as well as implications for policy, practice, and future research.

The purpose of this paper is to present the results of the research in the sphere of education and preparation of Russian executives in view of mentality and elements of national model of management.

The research consisted in analysis of modern developments in the sphere of HR management in socio-economic systems. The authors used the materials on structuring and classification of managerial activities from various points of view. The research is based on recent tendencies in the sphere of application of intensive educational technologies.

Ten levels of managerial activities were distinguished on the basis of the performed research. Each of these levels is a new step of qualitative significance and complication of managerial activities. In order to achieve new and higher levels of professionalism, a model of professional development of executives was created, which consists of several blocks, which stimulates obtaining the knowledge and acquisition of certain skills in this sphere. The structure of problem and situational game “Professionalism of executives” and methodology of evaluation of activities of game participants are given.

Using game modeling for determination of the level of professional activities will allow evaluating specialists, in particular, executives, and determine qualitative evaluation of the level of their competence in various aspects of their activities.

The research possesses a value for lecturers, managers, and consultants of educational establishments who perform training, additional training, and development of professional competence of executive in organizations of any profile in view of national mentality.

By 2006, the National Board for Professional Teaching Standards had offered advanced certification to 50,000 accomplished teachers using performance-based assessments of their teaching knowledge and practice (about 2% of the US teaching force). However, the Board has had much greater impact than the initial numbers of certified teachers suggested. As the first professional effort to define accomplished teaching, it has also had an enormous influence on standard-setting for beginning teacher licensing, teacher education programs, teacher assessment, on-the-job evaluation, and professional development for teachers throughout the United States. This chapter describes some of the results of the Board's work, evaluates its impact, and discusses issues that it raises for the future of teaching and the nature of the teaching career.