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Job-Embedded Professional Learning: Federal Legislation and National Reports as Levers

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Differentiated Teacher Evaluation and Professional Learning

Abstract

Key U.S. federal legislation and national reports from 1965 to 2015 are examined as they served as levers within accountability reform efforts influencing professional development to move towards job-embedded learning. Included in this examination are the Elementary and Secondary Education Act of 1965 and reauthorizations of the No Child Left Behind Act of 2001 and Every Student Succeeds Act of 2015. The American Recovery and Reinvestment Act of 2009 and Race to the Top are explored. Running parallel to legislation and reports, professional learning evolved from training to job-embedded learning, a construct that connects teacher learning to their teaching and work with colleagues. The old and new views of professional learning are examined considering state accountability measures that include professional development as part of teacher evaluation systems.

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Authors and Affiliations

  1. University of Georgia, Athens, GA, USA

    Sally J. Zepeda

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  1. Sally J. Zepeda
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Correspondence to Sally J. Zepeda .

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Editors and Affiliations

  1. College of Education, Health and Human Sciences, University of Tennessee, Knoxville, TN, USA

    Mary Lynne Derrington

  2. Werklund School of Education, University of Calgary, Calgary, AB, Canada

    Jim Brandon

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Zepeda, S.J. (2019). Job-Embedded Professional Learning: Federal Legislation and National Reports as Levers. In: Derrington, M.L., Brandon, J. (eds) Differentiated Teacher Evaluation and Professional Learning. Palgrave Studies on Leadership and Learning in Teacher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-16454-6_9

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  • DOI: https://doi.org/10.1007/978-3-030-16454-6_9

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  • Publisher Name: Palgrave Macmillan, Cham

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  • Online ISBN: 978-3-030-16454-6

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