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Knowledge Briefs In the debut issue of Learning Forward’s new Knowledge Brief series, co-authors Joellen Killion and Stephanie Hirsh explore how professional learning drives Common Core and educator evaluation. Key points: Effectively integrating and implementing new initiatives requires professional learning, and high-quality professional learning occurs regularly among teams at the school level. Published quarterly, the...
A 4th-grade teacher team in Texas boosts teacher leadership, accelerates learning, and builds a collaborative community dedicated to the success of all students.
Using the Reflective Dialogue Journal process, principal leadership candidates at Dominican University gain critical support and a partner to share ideas and test theories on a regular and as-needed basis. (Available to the public.)
The Ontario Ministry of Education partnered with the Ontario Teachers’ Federation to create a program in which teacher-led teams examine, learn, and share their evidence-based instructional practices.
Learning is no longer an option – it’s a necessity. Educators have a responsibility to commit to a vision of lifelong learning for themselves. (Available to the public.)
Everyone at school is a learner. To achieve continuous improvement, every professional has the responsibility to engage as a committed learner, willing to acknowledge and explore what he or she doesn’t understand. The three critical concepts in the Learning Designs standard spell out the needs and responsibilities of adult learners, and the articles in this...
Foundation’s new board members
On Board: A new context for collaboration
Learning guide for principals
Study shows no difference in impact between online and face-to- face professional learning. (Available to the public.)
Put the ‘partner’ in partnerships. (Available to the public.)
State policies, Performance evaluation, Blueprint for assessment, Reforms in action, Time for learning, Guides to learning, Design solutions
Moving away from stale professional learning options is essential to transforming schools. (Available to the public.)
A learning model that allows for differentiation to meet educators’ individual needs can promote critical thinking through a variety of processes that are gradually released to the learner based on his or her understanding and sophistication.
Cultivating and intentionally using new technology takes a disposition to risk and try again. It begins by redefining the roles of teacher/student and learner/leader.
Understanding the distinction between two typical adult learning practices can help leaders provide professional learning that both supports current learning and nudges faculty toward more complex and collaborative ways to work and learn.
Teacher Rounds is a strategy that helps teachers expose their classroom practices to other educators and enables them to learn from data-driven feedback offered from a stance of inquiry. (Available to the public.)
Three commonly held myths related to online learning have significant implications for state or provincial agencies, school systems, and schools, individual educators, and vendors and providers of technology-supported professional learning.
The three critical concepts in the Learning Designs standard spell out the needs and responsibilities of adult learners, and the articles in this issue of JSD help to develop deeper understandings of these concepts.
The future of learning, Less of this, more of that, What’s inside
Technology constantly creates new opportunities for professional learning. Never have those developments been as important as they are now, during the COVID-19 pandemic. This issue examines how strategies like online mentoring, bug-in-ear coaching, virtual collaboration, and video observation have built educator capacity before and during the pandemic.
The COVID-19 pandemic has changed school as we know it. As we face an unpredictable future, professional learning has never been more urgent. This issue highlights some of the ways educators are learning and evolving to meet the shifting needs of students and staff as schools close, shift online, reopen, and prepare for whatever lies ahead.
Learning professionals challenge themselves to stretch and grow while staying grounded in the fundamentals. This issue is about achieving a solid foothold in best practices so you can succeed with the basics and beyond.
Student needs are at the center of strong professional learning and excellent teaching, but student voices rarely are. This issue examines how students’ perspectives can inform professional learning and what educators can gain as a result. It goes straight to the source to share insights from student authors as well as educators.