The Learning Professional, April 2017

Apr 10, 2017

The Learning Professional April 2017

Download Now

Voices

I Say

By Pasi Sahlberg

Download Now

Full interview (online only)

Here We Go

By Eric Celeste

Recognition of districts’ hard work brings a measure of satisfaction. Three of the eight winners in the Great Districts for Great Teachers initiative are members of Learning Forward’s Redesign PD Community of Practice.

Download Now

MEMBER SPOTLIGHT

By Andrea von Biberstein

As part of her own continuous cycle of learning, Andrea von Biberstein has alternated roles as teacher, coach, and professional learning program director.

Download Now

OUR TAKE

By Tracy Crow

Bring your best evidence forward to show professional learning’s worth.

The persistence of negative perceptions about professional learning makes it all the more imperative that educators include evaluation as a vital component of their planning.

(Available to the public.)

Download Now

WHAT I'VE LEARNED

By Michael McNeff

Let’s focus on quality of instruction rather than quantity.

We seem to think that if we have more time in front of kids, they will learn more. What if we reduce the amount of instructional time and build in teacher collaboration that is focused on improving instruction?

(Available to the public.)

Download Now

ASK

By Stephanie Hirsh

How do I justify the professional learning plan for my school under ESSA?

Guidance documents on implementation explain ESSA’s four levels of evidence, and Learning Forward’s Standards for Professional Learning can help.

Download Now

BEING FORWARD

By Scott Laurence

Bring stakeholders on board by gathering multiple measures of success.

It’s important that professional learning leaders continue to find ways to document success and tie it to teacher excellence and student achievement.

Download Now

Research

RESEARCH REVIEW

By Joellen Killion

Meta-analysis reveals coaching’s positive impact on instruction and achievement.

A meta-analysis of 37 studies of teacher coaching, many focused on literacy coaching, reveals that coaching positively affects both teaching practice and student achievement.

(Available to the public.)

Download Now

ESSENTIALS

Keeping up with hot topics.

  • California policy
  • Strengthening leadership
  • New teachers
  • Decoding ESSA

Download Now

Focus: Measuring Impact

Why evaluations fail: To achieve meaningful results, address these common challenges.

By Joellen Killion

Evaluation of professional learning is challenging work primarily for three reasons: the need for clear outcomes, clear purpose, and appropriate methodology and design. Explore these challenges and learn ways to avoid them.

Download Now

Where do you want to get to? Effective professional learning begins with a clear destination in mind.

By Thomas R. Guskey

Educators often shy away from evaluating professional learning experiences because they believe the process requires knowledge and skills they don’t possess. In truth, evaluation is a relatively simple process that begins by answering three essential questions.

Download Now

Learning that’s made to measure: Embedded assessments gauge educators’ growth and impact.

By Giselle O. Martin-Kniep and Rebecca Shubert

Educators from 10 school districts participated in a professional learning experience that illustrates how program-embedded assessment can help facilitators and learners document their learning while revealing the complexities of assessing hard-to-measure learning outcomes.

(Available to the public.)

Download Now

Partners in a common cause: External evaluators team with practitioners to build data use practices.

By Stephanie B. Wilkerson and Margie Johnson

A partnership between educators in Tennessee and external evaluators, created to evaluate the FOCUS 25 MEASURING IMPACT implementation and effectiveness of a new data use initiative, built awareness and understanding of the evaluation process along with buy-in and produced lessons to guide others interested in establishing collaborative evaluation partnerships.

Download Now

Pilot program aims high: Challenges en route help district find success in measuring impact.

By Eric Celeste

Denver Public Schools’ Professional Learning Center decided to tackle a problem of practice that has vexed systems and departments across the country: How to measure the impact of professional learning. Along the way were struggles, modifications, and lessons learned that eventually helped the program bear fruit.

(Available to the public.)

Download Now

Ideas

An argument for learning: Science teachers and students build literacy through text-based investigations.

By Cynthia Greenleaf and Willard R. Brown

Participants in the California Teacher Inquiry Network learn the art of making their invisible thinking processes visible, helping them see more clearly that they have internal resources to help students master similar kinds of thinking processes.

Download Now

Growing support for principals: Principal supervisors collaborate and problem solve in learning communities.

By Jill A. Baker and Gary S. Bloom

Over the past four years, the role of principal supervisor in Long Beach Unified School District in California has shifted from compliance and at-a-distance supervision practices to a deeply rooted coaching orientation, support for addressing student achievement issues, and a focus on quality instruction in every classroom. This article is sponsored by The Wallace Foundation.

(Available to the public.)

Download Now

What literacy means in math class: Teacher team explores ways to remake instruction to develop students’ skills.

By Jacy Ippolito, Christina L. Dobbs, and Megin Charner-Laird

A team of high school math teachers in Massachusetts participated in a two-year exploration of disciplinary literacy in content classrooms and, as a result, designed instructional routines in math classes that are sensitive to and supportive of students’ development of the literacy skills necessary for mathematics.

Download Now

Tools

Align your district’s professional learning under ESSA.

  • Vision-setting protocols.
  • Define high-quality professional learning at the school level.
  • Create a clear picture of what the definition looks like in action.
  • Clarify how each level of the education system can contribute to high-quality learning systems.

Download Now

Updates

The latest from Learning Forward.

How proposed funding cuts affect educators.

(Available to the public.)

Download Now

Florida district partners with teachers to redesign learning.

Download Now

A new book for teacher learning teams.

Download Now

ABSTRACTS for April 2017 The Learning Professional.

Download Now

AT A GLANCE

Standards for Professional Learning: Why they matter.

Download Now

THROUGH THE LENS of Learning Forward's Standards for Professional Learning.

Download Now