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Why Is Effective Professional Learning so Elusive?
It happens to all of us, every day. Even though we know the “correct” course of action, we take the path of least resistance. We may even have a reasonable excuse. You know the drill: I know I should get up early to go to the gym. But it’s been a tough week at work – I deserve the extra rest. Then we’re surprised when we don’t get the desired results, because while the excuse may be valid, it doesn’t help us stay in shape.
Flip Your Professional Development
In a time when all can agree that quality professional development (PD) experiences are invaluable, it is harder to get stakeholders to agree on what constitutes quality and what type of PD experiences are likely to be effective. One emerging trend is a “flipped PD” model that is a perfect fit for busy schedules and differentiated learning needs, while making the most of collaboration. Let’s examine existing models and compare them with “flipped PD.”Continue Reading
Paddling Through ESSA: 5 Next Steps for Professional Learning
With one hand grasping tightly to summer and the mind dabbling in thoughts of back-to-school, we’re in that gray area that is late July. While in some regions kids will transform once again into students next week, others grin with the belief that Labor Day is still far, far away.
Survey Results: Professional Learning & Evaluations
School buses are parked, classrooms are quiet, hallways are empty (unless your school is hosting theater camp) and many of us are recharging with some time at the beach. It’s also the time of year when educators take time to reflect on the past school year, look at the data they’ve collected, set goals and make plans for the coming year. We surveyed school districts around the country to learn what they’re thinking about evaluations and professional learning. Keep reading to learn what’s working for school districts and what they want to aim for in 2016-2017.Continue Reading
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5 Essential Questions to Ask Today to Shape Professional Learning for Next Year
We know that Reflection & Generation plays a vital role in ensuring sticky adult learning. We infuse our professional learning experiences with opportunities to think-pair-share, surface assumptions, SWOT and so on. We generate insights, plans and actions as individuals, pairs and teams and across our campuses. Now is a good time to apply these same principles to reflect as central office professional learning leaders and in teams with our coaches, specialists, principals and teacher leaders. Building on the collective wisdom to engage in some informed planning will give us a leg up in the fall. Here are 5 essential questions to get the R&G rolling.Continue Reading
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What Does Actionable Feedback Look Like?
Imagine a world without feedback. No, seriously — try to picture an entire workday when no one receives any information about how things are going. Chefs wouldn’t be able to taste their dishes as they cooked. Pilots wouldn’t receive course corrections from air traffic controllers. You wouldn’t want to get a haircut that day. Feedback is important in all spheres of life, including — and perhaps especially — in education. But not all feedback is created equal. What does it look like to provide meaningful, actionable feedback that supports educator growth? It would be nearly impossible to make an exhaustive list of qualities feedback should have, but this is a start. Effective, actionable feedback should:Continue Reading
Are teachers really apathetic when it comes to professional learning?
The widespread perception — that because workers don’t leap at every chance to engage in professional learning, they must be disengaged — is damaging. It leads to tension between supervisors and employees, it undermines employee trust. And the worst thing about it? It’s simply untrue. This perception persists because we operate with faulty expectations.Continue Reading
Professional Learning Isn’t Having an Impact. Or Is It?
Since the release of TNTP’s “Mirage” study a few weeks ago, it’s been interesting to observe the myriad of reactions from the K-12 world and mainstream press. From well-known EdWeek blogger, David B. Cohen, to Learning Forward, the international thought leader in educator professional learning, to U.S. News & World Report, almost everyone who touches educator learning, and many who don’t, seems to have a strong reaction to the findings:Continue Reading
Q&A with Learning Forward Academy Scholarship Winners
In December 2012, I graduated from the Learning Forward Academy (LFA), a compelling two and a half year blended learning experience where participants collaboratively solve significant “problems of practice” related to educator and student learning. When I was a new graduate, I experienced a full range of emotions. I felt relief and delight about completing all assignments and graduating, a sense of clarity around my personal beliefs about professional learning, and a little melancholy about the end of such a rich journey. And, more than a little overwhelmed with all of the unattended action items jotted in the margins of my journal and, more formally, in my personal learning plan. Nearly three years later, some of those items are complete.Continue Reading