Page 74 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 74
It has been proven that professional development is a process influ-
enced by different characteristics and that it is also a factor of influence for
several types of outcomes (Durlak et al., 2011; Loucks-Horsley et al., 1998).
An important implication is that the professional development of educa-
tors relates to developing their competencies that are crucial for improv-
ing the educational experience for both them and their students. Bradshaw
et al. (2008a, 2008b) showed that schoolwide models of educators’ profes-
sional development concerning the promotion of effective decision-mak-
ing, self-control skills and prosocial connections are effective approaches
that may hold implications for reducing ESL. Therefore, building up such
educator competencies through professional development is vital for influ-
encing the high-risk factors for ESL.
References
Attianese, A., Augenti, A., Casale, M. F., Chiatante, A., Geraci, M. A., Macrì,
F. , Tancredi, A. (2015). New methodologies against early school leaving.
Publications Universitat Oberta La Salle: Andorra.
Bradshaw, C. P., O’Brennan, L. M., & McNeely, C. A. (2008a). Core competen-
cies and the prevention of school failure and early school leaving. In N.
G. Guerra & C. P. Bradshaw (Eds.), Core competencies to prevent prob-
lem behaviors and promote positive youth development. New Directions
for Child and Adolescent Development, 122, 19–32.
Bradshaw, C. P., Koth, C. W., Bevans, B. K., Ialongo, N., Leaf, P. J. (2008b). The
impact of school-wide Positive Behavioral Interventions and Supports
(PBIS) on the organizational health of elementary schools. School
Psychology Quarterly, 23(4), 462–473.
Burke, K. (2000). What to do with the kid who . . .: Developing cooperation,
self-discipline, and responsibility in the classroom (3rd Edition). London:
Corwin Press, Sage Ltd.
Council of the European Union. (2009). Council conclusions on the profession-
al development of teachers and school leaders. European Commission,
Brussels. Retrieved from www.consilium.europa.eu/uedocs/cms_data/
docs/.../en/.../111471.pdf
Day, C. (1999). Developing teachers: The challenges of lifelong learning. London:
Falmer Press.
Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment:
Discourse in the politics, policies and purposes of continuing profession-
al development. In C. Day & J. Sachs, J. (Eds.). International handbook on
74
enced by different characteristics and that it is also a factor of influence for
several types of outcomes (Durlak et al., 2011; Loucks-Horsley et al., 1998).
An important implication is that the professional development of educa-
tors relates to developing their competencies that are crucial for improv-
ing the educational experience for both them and their students. Bradshaw
et al. (2008a, 2008b) showed that schoolwide models of educators’ profes-
sional development concerning the promotion of effective decision-mak-
ing, self-control skills and prosocial connections are effective approaches
that may hold implications for reducing ESL. Therefore, building up such
educator competencies through professional development is vital for influ-
encing the high-risk factors for ESL.
References
Attianese, A., Augenti, A., Casale, M. F., Chiatante, A., Geraci, M. A., Macrì,
F. , Tancredi, A. (2015). New methodologies against early school leaving.
Publications Universitat Oberta La Salle: Andorra.
Bradshaw, C. P., O’Brennan, L. M., & McNeely, C. A. (2008a). Core competen-
cies and the prevention of school failure and early school leaving. In N.
G. Guerra & C. P. Bradshaw (Eds.), Core competencies to prevent prob-
lem behaviors and promote positive youth development. New Directions
for Child and Adolescent Development, 122, 19–32.
Bradshaw, C. P., Koth, C. W., Bevans, B. K., Ialongo, N., Leaf, P. J. (2008b). The
impact of school-wide Positive Behavioral Interventions and Supports
(PBIS) on the organizational health of elementary schools. School
Psychology Quarterly, 23(4), 462–473.
Burke, K. (2000). What to do with the kid who . . .: Developing cooperation,
self-discipline, and responsibility in the classroom (3rd Edition). London:
Corwin Press, Sage Ltd.
Council of the European Union. (2009). Council conclusions on the profession-
al development of teachers and school leaders. European Commission,
Brussels. Retrieved from www.consilium.europa.eu/uedocs/cms_data/
docs/.../en/.../111471.pdf
Day, C. (1999). Developing teachers: The challenges of lifelong learning. London:
Falmer Press.
Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment:
Discourse in the politics, policies and purposes of continuing profession-
al development. In C. Day & J. Sachs, J. (Eds.). International handbook on
74
