Stephanie Hirsh rebuffs the two most-cited reasons schools are not able to give educators professional learning time during their regular work schedules.

Paul B. Ash, superintendent of Lexington (Mass.) Public Schools, explains what it means to be a school system that learns.

Discover how the Leadership standard encourages teachers to design roadmaps for their own learning and leading.

Bryant Gillis, a middle school principal serving on the Kentucky Task Force for Professional Learning, discusses the importance of changing from a culture of professional development to a culture of professional learning, especially when combined with the introduction and deconstruction of the Common Core State Standards.

During the last few months, Frederick Brown has noticed a common theme emerging as he engages with school principals from New York to Arizona: Principals are feeling overwhelmed and under-supported as they prepare for Common Core implementation.

A new report from the National Center for Literacy Education found that teachers value learning collaboratively with their peers but have insufficient time built into their workdays to do so.

In the field of professional learning, there are words that hold us back. Language has power. Language is an indicator of a person's mental models, the theories or assumptions a person holds that drive his or her thoughts, words, and actions. Too many mental models about professional learning are inadequate to promote the changes in beliefs and practices necessary to achieve equity in education for every student. These inadequate mental models emerge in the design and execution of professional learning plans for Common Core implementation.

Many educators who have seen initiatives come and go are wondering why there is always another innovation on the horizon. The answer is that, in education, we still have a huge job left undone. Students are not leaving high school ready for careers or college, and professional learning is not adequately supporting enough educators to reach all students.

While innovation may scare off those who have been involved in too many pilot projects, we need to take this opportunity to examine the impact, scale, efficiency, and effectiveness of new strategies in professional learning.

Changes of the scope of new standards, assessments, and educator effectiveness systems require extensive, widespread professional learning for every educator who shares responsibility for the success of these new initiatives.


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