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    A new definition

    By Stephanie Hirsh
    August 2009
    Too few teachers experience the quality of professional development and teamwork that would enable them to be more effective educators each day. As advocates for professional learning, our job is to make sure that what we know is essential to good teaching is embedded in all teachers’ lives. Good teaching occurs when educators on teams are involved in a cycle in which they analyze data, determine student and adult learning goals based on that analysis, design joint lessons that use evidence-based strategies, have access to coaches for support in improving their classroom instruction, and then assess how their learning and teamwork affects student achievement. Recognizing the need to ensure high-quality professional learning for every educator, NSDC is advocating for a powerful new definition of professional

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    References

    Brandt, R. (2003, Winter). Is this school a learning organization? JSD, 24(1), 10-16.

    Cohen, D.K. & Hill, H.C. (2001). Learning policy. New Haven, CT: Yale University Press.

    Farren, C. (1999). A smart team makes the difference. The Human Resource Professional, (12)1, 12-16.

    Fullan, M. (2000). The three stories of education reform. Phi Delta Kappan, 81(8), 581-584.

    Garet, M.S., Birman, B.F., Porter, A.C., Desimone, L., & Herman, J. (1999). Designing effective professional development: Lessons from the Eisenhower program [and] technical appendices. Washington, DC: U.S. Department of Education.

    Gregory, A. (1999). Solving the team-building jigsaw. Works Management, 52, 56-59.

    Joyce, B. & Calhoun, E. (1996). Learning experiences in school renewal: An exploration of five successful programs. Eugene, OR: ERIC Clearinghouse on Educational Management.

    Joyce, B. & Showers, B. (2002). Student achievement through professional development. In B. Joyce & B. Showers (Eds.), Designing training and peer coaching: Our need for learning. Alexandria, VA: ASCD.

    King, M.B. & Newmann, F.M. (2000). Will teacher learning advance school goals? Phi Delta Kappan, 81(8), 576-580.

    Leonard, D. & Swap, W. (2004, September). Deep smarts. Harvard Business Review.

    Odden, A., Picus, L., Archibald, S., Goetz, M., Mangan, M.T., & Aportela, A. (2007). Moving from good to great inWisconsin: Funding schools adequately and doubling student performance. Madison, WI: The Wisconsin School Finance Adequacy Initiative, Consortium for Policy Research in Education, Wisconsin Center for Education Research, University of Wisconsin-Madison.

    Rothenberg, R. (2003, Spring). Thought leader. Strategy + Business. Available at www.strategy-business. com/press/16635507/8458.

    Schmoker, M. (2002). Up and away. JSD, 24(2), 11.

    Taylor, W.C. & LaBarre, P. (2006, January 29). How Pixar adds a new school of thought to Disney. The New York Times. Available at www.nytimes.com/2006/01/29/ business/yourmoney/29pixar.html? pagewanted=all.

    Yoon, K.S., Duncan, T., Lee, S.W.Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Available at http://ies.ed.gov/ncee/ edlabs/regions/southwest/pdf/REL _2007033.pdf.

    Image for aesthetic effect only - Hirsh Stephanie 2017 Web-for-homepage
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    Stephanie Hirsh retired in June 2019 after 31 years with Learning Forward, an international association of more than 13,000 educators committed to increasing student achievement through effective professional learning. Hirsh led the organization as its executive director for the last 13 years where she presented, published, and consulted on Learning Forward’s behalf across North America.

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