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A new game plan:
Making the case to redesign
professional learning




Source: Armstrong, A. (2012). A new game plan: Professional learning redesign
makes the case for teacher voices. The Learning System. 8(1), pp.1, 4-5.
Redesigning a professional
learning program requires:

•	 Advocating for the right conditions within the
   system to support high-quality professional
   learning;
•	 Linking professional learning to student
   learning;
•	 Empowering teachers by building their voices
   and leadership into the system;
•	 Providing ongoing learning and support.



Source: Armstrong, A. (2012). A new game plan: Professional learning redesign
makes the case for teacher voices. The Learning System. 8(1), pp.1, 4-5.
Advocate for the
right conditions
“Leaders are responsible for communicating the
importance of professional learning and advocating for
it for all educators. They engage with stakeholders at
all levels within and outside the organization to discuss
the importance of investing in professional learning
and to describe the connection between professional
learning and the system’s goals for staff and students”
(Hirsh & Hord, 2012, pp. 47-48).



Source: Hirsh, S. & Hord, S. (2012). A playbook for professional learning: Putting the
standards into action. Oxford, OH: Learning Forward.
Link to student learning

Discussions regarding the importance of high-
quality professional learning must include
establishing a link between professional
learning and student learning (Hirsh & Hord,
2012, p. 47).




Source: Hirsh, S. & Hord, S. (2012). A playbook for professional learning: Putting the
standards into action. Oxford, OH: Learning Forward.
Offer teacher voice and
leadership opportunities
Successful leaders are those who “establish
regular colleague-based learning teams ...
(and) ... advocate for the importance of teacher
perspective and voice in the decision-making
process” (Hirsh & Hord, 2012, pp. 47-48).




Source: Hirsh, S. & Hord, S. (2012). A playbook for professional learning: Putting the
standards into action. Oxford, OH: Learning Forward.
Provide ongoing learning
and support
Research demonstrates that affecting deep
change in teacher practice requires multiple
types of learning designs, “observation, practice,
and feedback,” and learning in social settings
(Hirsh & Hord, 2012, pp. 126-127).




Source: Hirsh, S. & Hord, S. (2012). A playbook for professional learning: Putting the
standards into action. Oxford, OH: Learning Forward.
Download the article and
accompanying tools
Read the full article, published in
The Learning System (Fall, 2012),  
and download this tool:
Leadership roles and
responsibilities


Available at www.learningforward.
org/publications/learning-system.
Read the book

A Playbook for Professional Learning: Putting
the Standards into Action
By Stephanie Hirsh and Shirley Hord


Practical advice to improve student
achievement by using the revised
Standards for Professional Learning to
change how educators learn 	
and practice.


Avaialble at www.learningforward.org/
bookstore or call 800-727-7288.
Learn more with

Learn more about professional learning at all
levels of education with Learning Forward, an
international nonprofit association of learning
educators: 	


www.learningforward.org

Membership in Learning Forward gives you
access to a wide range of publications, tools,
and opportunities to advance professional
learning for student success.

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A new game plan: Making the case to redesign professional learning

  • 1. Title Body A new game plan: Making the case to redesign professional learning Source: Armstrong, A. (2012). A new game plan: Professional learning redesign makes the case for teacher voices. The Learning System. 8(1), pp.1, 4-5.
  • 2. Redesigning a professional learning program requires: • Advocating for the right conditions within the system to support high-quality professional learning; • Linking professional learning to student learning; • Empowering teachers by building their voices and leadership into the system; • Providing ongoing learning and support. Source: Armstrong, A. (2012). A new game plan: Professional learning redesign makes the case for teacher voices. The Learning System. 8(1), pp.1, 4-5.
  • 3. Advocate for the right conditions “Leaders are responsible for communicating the importance of professional learning and advocating for it for all educators. They engage with stakeholders at all levels within and outside the organization to discuss the importance of investing in professional learning and to describe the connection between professional learning and the system’s goals for staff and students” (Hirsh & Hord, 2012, pp. 47-48). Source: Hirsh, S. & Hord, S. (2012). A playbook for professional learning: Putting the standards into action. Oxford, OH: Learning Forward.
  • 4. Link to student learning Discussions regarding the importance of high- quality professional learning must include establishing a link between professional learning and student learning (Hirsh & Hord, 2012, p. 47). Source: Hirsh, S. & Hord, S. (2012). A playbook for professional learning: Putting the standards into action. Oxford, OH: Learning Forward.
  • 5. Offer teacher voice and leadership opportunities Successful leaders are those who “establish regular colleague-based learning teams ... (and) ... advocate for the importance of teacher perspective and voice in the decision-making process” (Hirsh & Hord, 2012, pp. 47-48). Source: Hirsh, S. & Hord, S. (2012). A playbook for professional learning: Putting the standards into action. Oxford, OH: Learning Forward.
  • 6. Provide ongoing learning and support Research demonstrates that affecting deep change in teacher practice requires multiple types of learning designs, “observation, practice, and feedback,” and learning in social settings (Hirsh & Hord, 2012, pp. 126-127). Source: Hirsh, S. & Hord, S. (2012). A playbook for professional learning: Putting the standards into action. Oxford, OH: Learning Forward.
  • 7. Download the article and accompanying tools Read the full article, published in The Learning System (Fall, 2012), and download this tool: Leadership roles and responsibilities Available at www.learningforward. org/publications/learning-system.
  • 8. Read the book A Playbook for Professional Learning: Putting the Standards into Action By Stephanie Hirsh and Shirley Hord Practical advice to improve student achievement by using the revised Standards for Professional Learning to change how educators learn and practice. Avaialble at www.learningforward.org/ bookstore or call 800-727-7288.
  • 9. Learn more with Learn more about professional learning at all levels of education with Learning Forward, an international nonprofit association of learning educators: www.learningforward.org Membership in Learning Forward gives you access to a wide range of publications, tools, and opportunities to advance professional learning for student success.