See how Carol François is planning rigorous and relevant learning at Learning Forward conferences through a new project that aligns conference sessions to the Learning Designs standard.


On Stephanie Hirsh's last vacation, she went beyond her comfort zone by several miles. While it left her shaking, it was a valuable reminder about both the difficulties and benefits of stretching in a new direction.


As educators at the state level consider whether to adopt the existing Standards for Professional Learning or adapt them, Stephanie Hirsh offers these questions to avoid delaying the important work of changing practice so that student results improve.


In this era of major reforms in education, professional learning often falls short in transforming educator practice due to insufficient planning for professional learning.


New forms of teacher evaluation are taking root throughout the country, but a new report from the Southern Regional Education Board unintentionally reveals the initiatives' serious limitations when it comes to transitioning teachers from objects of evaluation to engaged learners.


A recent discussion with the Standards Board Committee in Ohio led to a big "aha" moment linking the seven Standards for Professional Learning with the conditions necessary for effective professional learning.


When it comes to finding professional development opportunities that claim to be aligned with the Common Core standards, these eight considerations will help you make the best decisions possible.


Practitioners have varying degrees of power or responsibility in determining the big picture for professional learning, but regardless of where they sit, all educators have a role to play in emphasizing impact. Here are some examples of how you can emphasize impact in your role.


Stephanie Hirsh invites you to detail your professional learning journey and its impact on school improvement and student learning through our new Tell Your Story initiative.


Jeff Ronneberg explores the importance of identifying expectations for implementation, getting out of the office, and talking with those who are implementing their learning.


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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