Hayes Mizell

Read why Learning Forward’s Standards for Professional Learning emphasize the importance of outcomes, and how the six other standards work in tandem to achieve optimum results for professional learning.

There are many ways to exert school system leadership, and one of the most powerful is to judiciously use the words “Stop” and “No.” Consider how to invoke these words at the right times, in the right ways, for the right purposes.

Hayes Mizell thinks of professional learning as having two dimensions. The first concerns conceiving, developing, organizing, managing, and producing, or contracting for, activities that engage educators in new learning. Read how the Implementation standard addresses the second dimension of professional learning: what happens after learning experiences, as educators apply, practice, […]

The mere existence of data makes no difference. To truly increase student achievement, other factors must be in place to make data widely available, used in planning and evaluation processes, and supported by leadership and resources.

Pie charts, also known as circle graphs, are fascinating visuals that illustrate different proportions that constitute a whole. Read how pie charts promote accountability as they enable non-expert stakeholders to quickly understandwhat makes up the whole of your professional learning system. See Additional resources below for a free digital tool to help […]

Understanding the value of professional learning requires that school system leaders take intentional, thoughtful actions to build constituencies for increasing the knowledge, skills, dispositions, and practices of all stakeholders, including educators, administrators, and school board members. Read what steps school system leaders can take to engage their systems and communities […]

The potential for effective professional learning to become the reality in every school is palpable with strong, skillful leadership. Read how educators at all levels can exert leadership.

The new Standards for Professional Learning are provocative and potentially groundbreaking, but they are not self-actualizing, writes Hayes Mizell. Read how the standards offer a second chance for system leaders to improve the substance, utility, and results of professional learning.

Take time to consider how educators' thoughts and feelings impact their learning with these examples of what many educators think but don't say when they begin a new professional development experience.

By Hayes Mizel