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.


If you have uttered the words, "Our district is saving a ton of time by delivering new and improved professional learning, and our people couldn't be happier," Frederick Brown says that's just not how this works!


As professional learning leaders, we have a charge to advocate for and design high-quality summer learning options for the educators we serve, says Carol François. Just as students experience summer learning loss, so do adults.


Dawn F. Wilson shares how evaluating professional learning is an important endeavor for stakeholders at all levels, including policy makers, system leaders, and school-based educators.


Stephanie Hirsh explores the practice of debating beliefs as a part of strategic planning and its effect on teams and actions.


This has been a long winter for most people. Whether they have experienced severe drought, bitter cold, heavy rains and winds, or endless snows, most are ready for a change of season. It is also a time for changing seasons in professional learning.


Tracy Crow shares some simple steps to help educators embrace ongoing changes in the learning profession.


To properly understand their role in continuous improvement through professional learning, says Stephanie Hirsh and Anne Foster, a school board's members must study and learn together, demonstrating that they value learning for everyone on the team.


The opinions expressed in Learning Forward's PD Watch are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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