Menu

IDEAS

Cultivate, create, and connect

By Darla Edwards
October 2019
Vol. 40, No. 5
When I was a principal, it was difficult to gather my staff for professional learning after school. They wanted to learn the material but seldom had time to participate in these learning opportunities because of time, classroom responsibilities, family commitments, or child care issues. As a result, many teachers didn’t have the benefit of sharing best practices with colleagues or learning innovative teaching techniques, so I couldn’t justify further investment in the professional learning. I soon learned that other principals were having similar challenges with their teachers. We all faced the same question: Is it possible to help teachers overcome these challenges while still providing them access to meaningful collaboration opportunities and professional learning? Since my time as a principal, I have learned that the

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 veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

Log In
   

Authors

Darla Edwards

Darla Edwards (darlaedwards@vaadvstudies.org) is director of special projects at Virginia Advanced Study Strategies.

References

Beesley, A.D. & Clark, T.F. (2015). How rural and nonrural principals differ in high plains U.S. states. Peabody Journal of Education, 90(2), 242-249.

Bryk, A.S., Gomez, L.M., & Grunow, A. (2010). Getting ideas into action: Building networked improvement communities in education. Stanford, CA: Carnegie Foundation for the Advancement of Teaching.

Dessoff, A. (2010). Reaching digital natives on their terms. District Administration, 46(4), 36-38.

Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.


+ posts

Search
The Learning Professional


Published Date

CURRENT ISSUE




  • Just released!
    Order Today
  • Recent Issues

    LOOKING AHEAD
    February 2021

    Amid crisis, there is opportunity that can galvanize change. This issue...

    BUILDING THE PIPELINE
    December 2020

    Excellent educators are made, not born, and it takes a system-wide...

    SUPPORTING EACH OTHER
    October 2020

    What does it mean to support learning in challenging times? It means...

    TURNING TO TECHNOLOGY
    August 2020

    Technology constantly creates new opportunities for professional learning....