The third item in the toolkit is:
Professional Learning Standards
Learning Communities:
Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
These collaborative communities are important as we become better at our profession. In these communities educators come together frequently to share ideas on the best ways to reach students and to grow as all-around professionals.
What does a professional learning community look like?
http://www.ncpublicschools.org/profdev/resources/proflearn/
Leadership:
Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.
According to Danielson (2006) as cited by Nappi (2014), teacher leadership is described as a "set of skills demonstrated by teachers who continue to teach students but also that have an influence that extends beyond their own classroom to others within their own school and beyond"(p. 30). In essence, a leader works with everybody and collaborates with other leaders to make learning a priority for all.
Resources:
Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.
According to Nakaoka (2015), “Unless you provide training for teachers, principals, and everyone in the system, you will not be able to handle those expectations and create change that benefits students”(para. 1). I think this quote sums up the importance of a professional learning. It goes will with the my own development of a professional leadership website and the supplemental resources it can provide educators.
Data:
Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.
Graphs and numbers be used to teach students how to interpret data (Sagor, 2011). Not only can you assess the numbers together where weaknesses lie in student performance, but also data tools provide an opportunity to teach students the important skill of data interpretation. This will save time in the long run because the data can be used to set goals and to become more efficient learners.
What does school and student data look like?
MI School Data
https://www.mischooldata.org
Learning Designs:
Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes. Example diagram of Learning Design:
Professional Learning Standards
Learning Communities:
Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
These collaborative communities are important as we become better at our profession. In these communities educators come together frequently to share ideas on the best ways to reach students and to grow as all-around professionals.
What does a professional learning community look like?
http://www.ncpublicschools.org/profdev/resources/proflearn/
Leadership:
Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.
According to Danielson (2006) as cited by Nappi (2014), teacher leadership is described as a "set of skills demonstrated by teachers who continue to teach students but also that have an influence that extends beyond their own classroom to others within their own school and beyond"(p. 30). In essence, a leader works with everybody and collaborates with other leaders to make learning a priority for all.
Resources:
Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.
According to Nakaoka (2015), “Unless you provide training for teachers, principals, and everyone in the system, you will not be able to handle those expectations and create change that benefits students”(para. 1). I think this quote sums up the importance of a professional learning. It goes will with the my own development of a professional leadership website and the supplemental resources it can provide educators.
Data:
Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.
Graphs and numbers be used to teach students how to interpret data (Sagor, 2011). Not only can you assess the numbers together where weaknesses lie in student performance, but also data tools provide an opportunity to teach students the important skill of data interpretation. This will save time in the long run because the data can be used to set goals and to become more efficient learners.
What does school and student data look like?
MI School Data
https://www.mischooldata.org
Learning Designs:
Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes. Example diagram of Learning Design:
Implementation:
Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long-term change.
What does research on change look like?
Research on change looks exactly like higher education and compares favorably with graduate studies. Except it must be continuously done as one grows in the education field. After conducting research on change, then educators have the opportunity to use new techniques.
Outcomes:
Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.
For example, I align all of my performance and curriculum towards common core. Outcomes are aligned to these standards that are concise and direct. Students know what to expect and teachers have a guideline or pathway towards high expectations that produce high level outcomes.
http://www.corestandards.org/
Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long-term change.
What does research on change look like?
Research on change looks exactly like higher education and compares favorably with graduate studies. Except it must be continuously done as one grows in the education field. After conducting research on change, then educators have the opportunity to use new techniques.
Outcomes:
Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.
For example, I align all of my performance and curriculum towards common core. Outcomes are aligned to these standards that are concise and direct. Students know what to expect and teachers have a guideline or pathway towards high expectations that produce high level outcomes.
http://www.corestandards.org/