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September 15, 2015

The Gift That Keeps on Giving

Policy and decision makers in Kentucky continue to advocate for effective professional learning -- and the biggest beneficiaries are the state's students.

June 25, 2015

8 Steps Lead to 1 Goal: Professional Learning Transformation

Follow these eight steps to establish effective learning systems.

February 19, 2015

Three Essential Steps Connect Your Learning to Student Outcomes

Learning teams are key to ensuring success with Common Core implementation.

August 19, 2014

Help Teachers Succeed with Content Standards

Teachers are clear about their need for more professional learning to implement college- and career-ready standards. Consider four essential steps to build support for sustained continuous learning.

November 25, 2013

Beware of Fragmentation in Educator Effectiveness and Common Core Implementation

A recent report calls for deeper integration of educator effectiveness, Common Core standards, and professional learning. Joellen Killion explores how to weave these three components together.

November 07, 2013

Standards Adoption vs. Adaptation: Consider the Costs and Benefits

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.

October 29, 2013

New Workbook Offers Step-by-Step Guidance for Planning Transformational Professional Learning

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

October 17, 2013

Choosing Your Next Professional Learning Experience: 8 Essential Questions

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.

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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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