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This edited book offers diverse perspectives on the professional development of faculty, primarily at K-12 international schools. Contributions consider the many and complex facets of professional development - from administrative factors, assessment and accreditation issues to student needs through a diversity, equity and inclusion lens which acknowledges the differences in their backgrounds and cultures. The first part of the book examines the literature on professional development and presents a quantitative and qualitative study of international school leaders' views. The second part comprises examples of faculty professional development as testified by scholars who have implemented them in real life. The third part deals with important issues, concepts and applications regarding current faculty professional development such as accreditation, mental health, higher education and cultural identity. The book will appeal to researchers, education faculty and graduate education students.
List of contents
Chapter 1. Introduction (Peggy Pelonis, Thimios Zaharopoulos).- Part l: Professional Development in International Schools: The Perspective of Schools Administrators.- Chapter 2. Professional Development, School Leadership and International Schools (Peggy Pelonis).-Chapter 3. Views on Professional Development: A Quantitative Study (Peggy Pelonis).-Chapter 4. School Leader Views on Professional Development (Peggy Pelonis).- Part II: Professional Development in K-12 Education: A Multi-Faceted Practical Exploration.- Chapter 5. Developing Reflective Practitioners through Goal-Setting and Action Research (Julie Crain, Mary Ann Augoustatos).- Chapter 6. The AI Edge: A Competitive Advantage In Educator Training and Action Research For International Schools (Marco Crivellaro).- Chapter 7. Barriers in Implementing a Professional Development Program: A Lebanese Example (Nabil Husni).- Chapter 8. Fostering Innovation and Teacher Development: The Hisar School's IdeaLab and Professional Learning Center (Dilara Vardar, Gülçin Cirik Dogramaci, Nilüfer Çagin).- Chapter 9. Professional Development through Teacher-led Appraisal (Maddy Hewitt).- Part III: Counseling Practices and Special Needs Students.- Chapter 10. The Importance of Professional Development for International School Counselors (Cheryl A. Brown).- Chapter 11. Promoting Student Resilience: The overlooked "4th R" of Education (William G. Nicoll).- Chapter 12. Supporting Neurodiverse students in International Schools (Anna Sugarman, Chris Perakis).- Part IV: Continuing Professional Development and Organizations Supporting it.- Chapter 13. Continuing Professional Development: A learning journey for Lifelong Learners (Kam Chohan, Jeff Bradley).- Chapter 14. Professional Associations and the Changing Face of Professional Development (Kevin J. Ruth).- Chapter 15. Accreditation: Comprehensive, Collaborative, and Effective Professional Development (Hank Cram).- Part V: Professional Development in International Higher Education.- Chapter 16. Professional Development in International Higher Education (Thimios Zaharopoulos).- Chapter 17. How Consortiums Can Support Professional Development: The Example of the Global Liberal Arts Alliance (Mickey McDonald, Simon Gray).- Part VI:Conclusion.- Chapter 18. Conclusions and Recommendations (Peggy Pelonis, Thimios Zaharopoulos).
About the author
Peggy Pelonis is President of American Community Schools in Athens, Greece, having previously taught at both K-12 and university levels.
Thimios Zaharopoulos is former Provost of the American College of Greece and Park University, USA. He currently works as a higher education consultant.
