The movement to personalize learning is growing. What does this mean for students and educators, and how is it changing professional learning? This issue tackles how to build educators’ capacity for personalizing to students’ needs and how teachers can benefit from experiencing personalization themselves.
In this issue of The Learning Professional, we embrace the current dialogue about what personalized learning is and can be to meet all students’ needs.
A review of the current personalized learning landscape illuminates the successes, challenges, and implications for professional learning.
School districts in South Carolina and Ohio have strong visions for personalized teaching and learning that drive every decision.
Five experts share their perspective on what it means to personalize learning for students and what role professional learning should play in these efforts.
Infographic shows educators’ opinions and beliefs.
Software is a teaching tool, not a teacher replacement.
A study reveals supports teachers need to move from understanding individualized learning to implementing it.
The Met school in Rhode Island is using improvement science to test changes that are small enough to learn from quickly but foundational to potentially larger solutions.
A pilot program in 18 Tennessee schools develops agency through competency-based education.
In Parkway School District in Missouri, leaders overcame bumps in the road to put educators in charge of their learning.
Personalized professional learning need not be individualized. Instead, it should blend teacher interests with a collective purpose.
Rodney Robinson, CCSSO teacher of the year, shares his insights and advice about how professional learning can support teachers of at-risk students.
With microcredentials, educators can tailor their learning to their specific needs.
Tell your story to advocate for professional learning.
Many of the articles in this issue of The Learning Professional demonstrate Learning Forward’s Standards for Professional Learning in action.Read the remaining content with membership access. Join or log in below to continue. Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore […]
Job-embedded support maximizes individual effectiveness while strengthening collective efficacy
ExcEL Leadership Academy’s approach prepares general education teachers to work with English learners.
Understanding both the specificity and generalizability of studies like this one helps build awareness about the benefits of professional learning.
Recent reports on modernizing the teaching workforce, improving physics teaching, and rethinking “achievement gap” terminology.
Excellent educators are made, not born, and it takes a system-wide approach to build the workforce. This issue examines how to build a strong, diverse pipeline from pre-service and induction to expert practice and leadership. It highlights the roles of K-12 systems, higher education, government, and non-profit organizations.
What does it mean to support learning in challenging times? It means listening, communicating, and leading with empathy. It means committing to anti-racism and breaking down structural barriers to equity. This issue examines ways to do so in professional learning.
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.