Learning Forward
Equity and excellence in teaching and learning.
Imagine investing time and resources teaching a unit on fractions in an elementary math class, then gauging students’ learning by merely asking for their opinions on the lessons. Surely many students’ skills wouldn’t live up to expectations for mastery and even the most experienced educator would be challenged to plan next steps for meaningful learning. Unfortunately, this is how many schools and districts gauge the success of professional learning. When professional learning leaders limit evaluation to teachers’ feedback about perceived utility and enjoyment, they lack the necessary information to make meaningful improvements in teaching and learning. Even with carefully crafted content aligned to the Standards for Professional Learning (Learning Forward, 2022), leaders need meaningful evaluation processes to determine what educators are learning and how to
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References
DuFour, R., DuFour R., Eaker, R., Many, T.W., Mattos, M., & Muhammad, A. (2024). Learning by doing: A handbook for professional learning communities at work (4th Ed.). Solution Tree Press.
Greenberg, J., McKee, A., & Walsh, K. (2013). Teacher prep review: A review of the nation’s teacher preparation programs. National Council on Teacher Quality. tinyurl.com/34h5rd78
Guskey, T. (2016). Gauge impact with five levels of data. JSD, 37(1), 32-37.
Learning Forward. (2022). Standards for Professional Learning.
Popham, W.J. (2011). Assessment literacy overlooked: A teacher educator’s confession. The Teacher Educator, 46(4), 265-273.
Stiggins, R. & Duke, D. (2008). Effective instructional leadership requires assessment leadership. Phi Delta Kappan, 90(4), 285-291.
Susan Bishop is currently the Director of Strategic Improvement at Monterey County Office of Education. With a background in special education and speech-language pathology, she is focused on equipping educators to meet the needs of all learners. She has eight years of experience as a District leader and holds an Ed.D. from the College of William and Mary in Education Policy, Planning and Leadership.
Chad Dumas is a Solution Tree PLC and RTI at Work®, Assessment, and Priority Schools associate and international consultant, presenter and award-winning researcher. His leadership training and coaching focuses on building capacity for self, team, and system improvement. He shares his research and knowledge in his books, Let’s Put the C in PLC, An Action Guide to Put the C in PLC, and The Teacher Team Leader Handbook, and consulting that includes research, stories, hands-on tools, useful knowledge, and practical skills.
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