While teachers can tell us wonderful stories of success, anecdotes and other informal assessments are not enough in an age of accountability. In Prince George’s County Public Schools (Maryland), our evaluation processes helped us blend soft data with hard data — and helped us learn key lessons in the process, both about building a mentoring program and refining it. OUR BEGINNING Prince George’s County Public Schools, the nation’s 17th-largest school system, began a Mentor Teacher Program in 1997 after the state required the district to provide new teachers in low-performing schools and schools with high teacher turnover with master teachers to guide their professional growth. The district regularly hires more than 1,200 newcomers a year in a system of more than 8,500 teachers, and the
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High-quality curriculum requires skilled educators to put it into practice. Professional learning can ensure instructional materials lead to excellent teaching and learning.Read the remaining content with membership access. Join or […]
Sometimes new information and situations call for major change. This issue shows how professional learning helps educators pivot, by bridging the gap between knowing better and doing better.Read the remaining […]
What does professional learning look like around the world? This issue explores what educators can learn from each other across geographic borders.Read the remaining content with membership access. Join or […]
Technology is both a topic and a tool for professional learning. This issue examines benefits, challenges, and what learning leaders need to know.Read the remaining content with membership access. Join […]