According to evidence from research and the field, professional learning that leads to changed practices requires a commitment to a culture of continuous improvement, says Stephanie Hirsh.
April 2014 Archives
Education leaders with the Nebraska Department of Education recognized that teachers and leaders are often overwhelmed by data, so they developed four simple questions for working with data that have the power to yield significant results.
Change challenges even the strongest among us. Too often, traditional professional development doesn't go far enough to produce deep change in practice, says Joellen Killion.
Carol François shares several ideas for combatting summer learning loss, both for students and educators.
Schools will have more success in addressing the issues of public education in their school systems (such as student performance, funding, school closures, and bond elections) when there is a strong group of parents who partner with their children's schools as well as with the school system as a whole, says Stephanie Hirsh and Anne Foster.
The shifting landscape of adult learning requires that we address how learning for educators must transform in these times. And in the end, says Tracy Crow, it still requires the same fundamentals to be effective.
At a time when professional learning is often under attack, says Stephanie Hirsh, we know that the future — the one staring us in the face right now — demands change on the part of students and educators. Those changes just don't happen without learning.
Julie Blaine envisions a new context for collaboration, in which rural Missouri educators use technology to interact in self-directed and self-reflective learning.