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:
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
Course Libraries: Frequently Asked Questions
If you have questions about our course libraries (formerly known as EdTrainingCenter), you’re in the right place! We’ve put together the questions we most frequently hear from school districts who are researching our online courses.
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
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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
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Frontline Professional Growth Frequently Asked Questions (Formerly MyLearningPlan PDMS)
Questions about our professional learning management system formerly known as MyLearningPlan PDMS? You’ve come to the right place.Continue Reading