JSD, April 2015: Individual & collective

Apr 07, 2015



Up close: Deep smarts start hereDownloadNow_small

  • Collective responsibility
  • Selecting a design
  • How is my learning aligned?
  • What’s inside

Pieces of the learning puzzle: Aligned goals shape learning for one and all DownloadNow_small
By Tracy Crow

Collaborative and individual learning can together help educators and systems reach important outcomes for adults and students.
(Available to the public.)

An argument everyone wins: Shared learning unites teachers across schools and grade levels DownloadNow_small
By Lauren Goldberg, Brad Siegel, and Gravity Goldberg

A group of districts in New Jersey developed professional learning that would explore the nature of argument as a means to invigorate teachers, reach all educators in the districts, and directly impact classroom practice.

Data drive these coaches: Literacy project merges school goals with teachers' learning needs DownloadNow_small
By Anne Ittner, Lori Helman, Matthew Burns, and Jennifer McComas

An initiative to help all students become proficient readers by 3rd grade demonstrates how coaching can support both collective and individual learning. Data from an observation tool gave instructional leaders, literacy coaches, and teachers a common language around effective teaching and how to recognize it.

Tailored to fit: Structure professional learning communities to meet individual needs DownloadNow_small
By Alyson Adams and Vicki Vescio

To maximize the potential impact of professional learning communities for teachers’ professional development, educators need to maintain a simultaneous focus on both collective and individual learning.

‘What if’ sparks a new way to learn: Texas elementary designs its own teacher-led postgraduate school DownloadNow_small
By Alyssa Toomes

At Weber U, teachers decide what they want to learn, teachers lead the professional learning, and virtual learning is an option for time-strapped educators.

A sense of balance: District aligns personalized learning with school and system goals DownloadNow_small
By Debbie Donsky and Kathy Witherow

The York Region District School Board in Ontario, Canada, is working at both the system and school level to balance the need for individual and collective learning. In this new definition of professional learning, the principal is a co-learner.
(Available to the public.)

The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual and collective capacity DownloadNow_small
By Holli Hanson and Christine Hoyos

Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.


From the editorDownloadNow_small
By Tracy Crow

Take ownership of your learning.
(Available to the public.)

Essentials: Keeping up with hot topics in the fieldDownloadNow_small

  • Deeper learning
  • Blended learning
  • Content reviews
  • Teacher leadership
  • Transformative thinking
  • Moving toward equity
  • Strong principals


The Descriptive Consultancy protocol.

Lessons from researchDownloadNow_small
By Joellen Killion

Study links learning design to changes in knowledge, beliefs, and behaviors.
(Available to the public.)


  • PD Brain Trust
  • Book Club
  • On Board
  • Learning Forward calendar
(Available to the public.)

From the directorDownloadNow_small
By Stephanie Hirsh

Spread effective teaching from room to room.
(Available to the public.)


Net results: Online protocols boost group learning potential DownloadNow_small
By Alan Dichter and Janet Mannheimer Zydney

Educators have begun to use protocols to facilitate professional development in online spaces — partly because people need to connect from different places, but also to take advantage of new environments for learning.
(Available to the public.)

The high cost of convenience: Satisfying short-term needs erodes long-term learning DownloadNow_small
By Diane P. Zimmerman

“Satisficing” — selecting the first option that meets a given need but which might not be the most optimal — is a critical problem of practice for educators. It interferes with deep, sustained reflection on practice and the learning that results.