Professional Learning in the Learning Profession
This report by the National Staff Development Council finds that the failure of the U.S. system to support professional learning goes a long way in explaining a paradoxical outcome: although American teachers spend more time teaching than instructors in some of the top-performing European and Asian countries, U.S. students seem stuck in the middle rungs in international exams.

A review of the literature finds that professional development is more effective when it is not approached in isolation, but is linked together with curriculum, assessment and standards, and intertwined with ongoing practice, in a school-based setting that allows teachers to draw from their collective knowledge and skills.

The deployment, training and development of the wider school workforce
Few studies look at the professional development needs of school support staff. This report, from the U.K.'s Office for Standards in Education, Children's Services and Skills, finds that school employees other than teachers have made a positive impact on student achievement and well-being. They include teaching assistants, counselors and others. The research says that to get the most benefit from this wider workforce, schools need to focus on improving the quality and effectiveness of the training and development they provide. 

We'd like to hear from you. Send your comments, professional development news and recommendations to: learningreps@aft.org.