2. Learning Targets
I can understand the role of the coach
and reflect upon how the coach can
support student outcomes
I can describe the difference between
professional development and
professional learning
I can reflect upon how professional
learning will increase student learning
I can help to create agreements for our
professional time together
3. Coaches’ Roles
Curriculum Support
Instructional Support
Resource Provider
Data Coach
Learning Facilitator
Learner
5. A Word About Terms
The term professional learning is used in place of
the term professional development. While some
might think the distinction insignificant, in reality, it is
not.
Professional learning refers to educators’ continuous
learning that is a routine part of their daily practice.
Professional learning occurs most often when small
teams of colleagues share collective responsibility for
student success. Learning teams meet at
school, during the school day, and support educators
in strengthening and refining their practice to increase
student achievement. This kind of professional learning
reduces instructional variance across classrooms, taps
the expertise within the staff, is immediately applicable
and relevant to educator practice, and engages
educators in learning with and from one another. 5
6. Identify a project you are
working on…
Periodically, we will reflect
on the content and ask you to
connect these ideas with
YOUR work.…
6
8. An Assertion
Educators who engage in professional
learning are seeking, by default, to
get better at what they do.
And the questions educators ask drive
the learning.
8
9. Consider the project you
are working on…
Please reflect on the new
definition and consider
how to connect these
ideas with YOUR work.…
9
10. Powerful Professional Development
. . . arises from and returns to the
world of teaching and learning. It
begins with what will really help young
people learn, engages those involved
in helping them learn, and has an
effect on the classrooms (and
schools, districts, even states) where
those students and their teachers
learn.
Lois Easton, Powerful Designs for Professional
Learning 10
11. Link Professional Learning to
Student Results
1. Standards-
based
professional
learning
2. Changes in
educator
knowledge, skills, a
nd dispositions
4. Changes in
student
results
3. Changes in
educator
practice
11
11
12. Relationship between
Professional Learning and
Student Results
1. In teams of four, review the relationship
between professional learning and
student results
2. Discuss how might you explain these
ideas to others.
3. Use a metaphor describe the
relationship.
8
13. Determining Agreements
Possible topics to think about:
◦ Time
◦ Learning Style
◦ Question format
◦ Roles of participants
◦ Disagreements
◦ Overall focus
16. Rainbow In The Clouds
Maya Angelou
Be Well
Tomorrow—Active Listening
Editor's Notes
Materials:Slide #5.Facilitator:Explain the difference between professional learning and professional development. Use the Overview, p. vi, as a reference.Professional learning refers to educators’ continuous learning that is a routine part of their daily practice. Professional learning occurs most often when small teams of colleagues share collective responsibility for student success. Learning teams meet at school, during the school day, and support educators in strengthening and refining their practice to increase student achievement. This kind of professional learning reduces instructional variance across classrooms, taps the expertise within the staff, is immediately applicable and relevant to educator practice, and engages educators in learning with and from one another.
CAN THIS BE OUR GOAL? WHAT WOULD THAT LOOK LIKE IN YOUR SCHOOL?
RELATIONSHIP BETWEEN PROFESSIONAL LEARNING AND STUDENT RESULTS1.When professional learning is standards-based, it has greater potential to change what educators know, are able to do, and believe.2.When educators’ knowledge, skills, and dispositions change, they have a broader repertoire of effective strategies to use to adapt their practices to meet performance expectations and student learning needs.3.When educator practice improves, students have a greater likelihood of achieving results.4.When student results improve, the cycle repeats for continuous improvement. This cycle works two ways: If educators are not achieving the results they want, they determine what changes in practice are needed and then what knowledge, skills, and dispositions are needed to make the desired changes. They then consider how to apply the standards so that they can engage in the learning needed to strengthen their practice.
Materials:Handout 2.2 and Slide #8.Facilitator:Handout 2.2 summarizes the relationship between professional learning and student results.Suggested comments:Professional learning that improves student results needs to be high-quality, as described in the standards, in order to have any effect on teacher or student learning. Quality, effective professional learning is not accomplished through a one-shot workshops but through collaborative, job-embedded, and ongoing development that builds educators’ knowledge, develops skills, and supports implementation. We will focus on the relationship between professional learning and student results in a brief conversation. Find a metaphor you could use to explain this concept to others.Facilitator:Invite table teams to share their metaphors.
