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- 1. Professional Learning Establishing Agreementsand Developing a Sacred Time
- 2. Learning Targets Ican 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 CurriculumSupport Instructional Support Resource Provider Data Coach Learning Facilitator Learner
- 4.
- 5. A Word AboutTerms 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 projectyou are working on… Periodically, we will reflect on the content and ask you to connect these ideas with YOUR work.… 6
- 7. Learning Forward Every educatorengages in effective professional learning every day so that every student achieves. 7
- 8. An Assertion Educators whoengage 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 projectyou 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 Learningto 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 Learningand 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 Possibletopics to think about: ◦ Time ◦ Learning Style ◦ Question format ◦ Roles of participants ◦ Disagreements ◦ Overall focus
- 14.
- 15. Roles and Responsibilities Facilitator— Timekeeper— Scribe— Focuser—
- 16. Rainbow In TheClouds Maya Angelou Be Well Tomorrow—Active Listening
Editor's Notes
- #5 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.
- #8 CAN THIS BE OUR GOAL? WHAT WOULD THAT LOOK LIKE IN YOUR SCHOOL?
- #12 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.
- #13 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.