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Speaking from experience, I have significantly benefited from not only engaging in digital spaces but taking what I have learned and applying it to my practice, which I can readily show when asked or communicate through my blog. I have written in the past about the need to move from professional development (PD) to professionallearning.
Studying student data seems to not at all improve student outcomes in most of the evaluations I’ve seen,” said Heather Hill, a professor at the Harvard Graduate School of Education , at a February 2022 presentation of the Research Partnership for ProfessionalLearning, a new nonprofit organization that seeks to improve teaching.
Below are some of the startefgies I shared in Disruptive Thinking in Our Classrooms : Picture prompt Real-world problem of the day Current event or personal story Open-ended writing prompt that sparks inquiry and creativity Riddle Short, engaging video followed by a turn and talk Sensory exploration If we want to improve outcomes, in the classrooms (..)
There is often a debate in physical and virtual spaces about who should facilitate professionallearning for educators. Quality professionallearning takes time and goes well beyond one and done. The point here is that experience and outcomes matter. I see and appreciate the points from both sides.
The bottom line is that all educators yearn for quality professionallearning as opposed to development that leads to sustained improvements in teaching, learning, and leadership. The image below from Katie Martin sums up nicely what educators want out of professionallearning. Always make time for feedback.
For the better part of my educational career, I always referred to any type of learning to assist me as a teacher or administrator as professional development (PD). It was at this time that I began to shift away from PD and instead embrace a culture of professionallearning. I was both enlightened and empowered.
This blog is the second in a series sharing our Maker Learning team’s experience designing and facilitating this professionallearning experience. In our previous blog , we shared how our team designed the Maker Learning @ Home cohort professionallearning opportunity.
Thus, I basically just shared what my teachers and students were doing at New Milford High School (NJ) and the evidence that showed how our implementations of innovative ideas were improving student outcomes as well as teaching, learning, and leadership practices. in settings that emulate a classroom or school.
Feedback loops can help identify what a teacher needs and strategies to implement to achieve a better outcome and can offer a valuable solution to challenges they face.
5 Tips That Foster Collaborative ProfessionalLearning. Leveraging new technology for professionallearning requires some creative thinking — and it also takes money. Ensure that the Technology Enhances Learning. jena.passut_7651. Fri, 05/25/2018 - 14:29.
AI can also help teachers personalize instruction for every child, accelerating learning and improving outcomes. While the educational benefits of AI, such as helping students build future-ready skills, are clear, it is equally important to ensure that students learn how to use AI safely and responsibly.
As part of our robust micro-credential ecosystem, we proudly partner with organizations to provide opportunities for personalized professionallearning. Because they are on-demand, micro-credentials also enable educators to continue their professionallearning from home during periods like COVID-19 school closures and summer break.
Micro-credentials empower educators by showcasing the professionallearning skills they are using every day to develop the students in their classrooms. The Institute has developed a series of micro-credentials around personalized learning implementation based on our Honeycomb Model. Christina Sprader.
Improvement Framework Superintendent Dr. Joseph Davis said principals must be instructional leaders striving to improve student outcomes. They should look for something specific within a content area, with expectations and outcomes in mind and an awareness of what students are doing (and why).
Professionallearning It is hard to meet goals and expectations to improve learning if consistent support is absent. Professionallearning develops and strengthens the expertise of teachers and administrators so they are better equipped to meet the needs of all learners.
She will share her insights on creating professionallearning pathways and customizing education for both teachers and students. Her advice for empowering teachers as part of creating learning objectives for the school and their own personalized learning.
Hence the need for clarity when time and resources are put forth to move a system in ways that produce better learningoutcomes for all students. The planning process should lead to the development of goals, preferred outcomes, and success measures. Learning is the fuel of leadership.
BOSTON In 2024, more than 2,600 districts, schools, and state departments purchased or renewed licenses to Lexia Aspire ProfessionalLearning or the Lexia LETRS (Language Essentials for Teachers of Reading and Spelling) professionallearning programs. For more information, visit www.lexialearning.com.
Hence the need to look at different aspects or styles to improve outcomes. Pedagogical leadership encompasses all the many ways to support effective teaching and learning. Investments in time and resources are made to establish ongoing and job-embedded professionallearning for staff. The work doesn’t stop with the above.
Professionallearning for educators comes in many flavors: Face-to-face, blended, online Content-driven, instructional practices, Edtech focused Faculty meeting, half-day, conference session If we were all to think long enough we could come up with a list of the best professionallearning we've participated in and what made it great.
BSD was motivated by the desire to evolve teaching and learning approaches that would offer increasingly relevant and interesting learning opportunities. These learning experiences would elicit deeper levels of engagement and improved outcomes for—and also beyond —academic achievement. The wins for teachers?
First, leaders need to understand what strategies are the most critical in leading change, improving outcomes, and developing a thriving culture. It was always reassuring to know that one device could do so many things. Leadership is a lot like a Swiss Army Knife. Here is my attempt at creating the analogy.
Meaningful change to improve learner outcomes can/will still happen with a moderated approach. The most essential element in learning is the teacher in the classroom. You don’t need to throw out the baby with the bath water when it comes to improving practice and learningoutcomes. Less is MORE.
Below I will address these through a new lens from which we can begin to transform teaching, learning, and leadership in a post-COVID19 world. Student engagement, learning, and outcomes : How will learning change in ways that better meet the needs of all learners? Digital amplifies this process.
While this is undoubtedly important, it is also vital to gather input on professionallearning and resources that are needed— more of this down the road. From here, specific requests can be made for professionallearning support on personalized strategies. It’s no shock that their number one response is time.
Lesson plans should be more streamlined, focusing on essential learningoutcomes and incorporating innovative strategies to enhance the learning experience. Then, attend and implement strategies gleaned from professionallearning. In other cases, they were a waste of time. Let’s now take a look at the modern era.
A pedagogical focus grounded in research and evidence is critical to improving outcomes for kids both with and without technology. Transitioning from a traditional to a more personalized culture emphasizes equity while providing learning spaces that are more reflective of the real world. Stakeholders are immersed in digital spaces.
All services and offerings that we provide support longitudinal and evidence-based change to improve learner outcomes backed by research. Additionally, strategic planning and resource management are central to optimizing educational outcomes within budget constraints. SET grounds everything we do at Aspire Change EDU.
No matter which path you choose, here are some ideas to consider: Teach a class Facilitate professionallearning Participate in your own PLC with staff Create pathways for staff to provide you with routine feedback Write curriculum Curate and share evidence of how your work impacts outcomes Where do you see an opportunity to set an example?
This means that administrators can’t see what has produced better learningoutcomes for students as a result of their purchases.”. High-Outcome Schools Focus on Collaboration and Games. “There are very few studies being done on the overall effectiveness of edtech interventions,” The Tech Edvocate reports.
To address this, comprehensive professionallearning integrated into one-to-one programs is crucial for sustainable digital transformation. It aligns district and school leaders' vision with systems for implementation, ensures IT support for device access and equips educators for student-centered learning.
Connect to outcomes. Clearly articulate how the change will improve professional practice resulting in improved student learning and achievement. Learn together. Encourage colleagues resistant to change to attend professionallearning opportunities with you, especially administrators. Focus on “what if".
Leaders juggle countless responsibilities , such as strategic planning, professionallearning, evaluating staff, engaging with stakeholders, and a slew of management tasks. The last outcome is the most critical. This question focuses on immediate needs that require immediate attention and significantly impact student outcomes.
The framework above, which I am tentatively calling Purposeful Use of Technology for Learning (PUTL), serves to develop a foundation and inform how technology can be used to support learner-driven experiences and outcomes.
As such, teaching, learning, and leadership must change if growth and improvement are the goals. It requires all leaders, regardless of title, to seek out answers to crucial questions that can pave the way for innovative ideas aimed at improving outcomes for all learners while fostering better relationships with stakeholders.
By Brent Hartsell, Director of Solutions and ProfessionalLearning at Learning Ally Teachers are one of the most important assets to our society, yet an alarming number are leaving the profession.
Building principals and teachers working together to process and reflect on each coaching visit combined with an intrinsic motivation to improve epitomize outcome-based professionallearning goals. For more remote and hybrid learning strategies and resources click HERE. Under the current circumstances, I would agree.
Now is not the time to revert back to traditional observation and evaluation protocols because, quite frankly, they will not result in improved outcomes. Choice in professionallearning Forcing educators to engage in one-size-fits-all professional development at this time will tend to be hit or miss depending on the person.
Not only was there a focus on solid instruction, but we also provided numerous supports for our teachers in the form of ongoing and job-embedded professionallearning opportunities. If the expectation was to integrate technology with purpose to support or enhance learning, we made sure everyone was prepared to do just that.
As much as the critical feedback stung, it became a catalyst for my growth in the professionallearning space. This isn’t necessarily true, although it can be if the outcomes listed above are embraced. It is critical that we reflect on our experience and continually grow.
Given the rapid advances in AI and the momentum in the education field to understand how these technologies can support teaching and learning, last year the Gates Foundation launched a pilot initiative to provide funding to test new AI ideas that are in support of equitable K-12 mathematics outcomes.
Through shared problem-solving, knowledge sharing, and mutual support, teams can develop resilience, increase their capacity for innovation, and ultimately achieve their desired outcomes. Collaboration is a cornerstone of effective educational improvement, especially when it comes to making the shift to personalized learning.
Cognitive science and research inform every product decision we make and ultimately influence the academic outcomes we achieve. We are a very results-driven company, and you can only expect to achieve success, as measured in educational outcomes, if the inputs are truly based on what science tells us works.
Know your stuff It is critical to deeply understand what you are trying to achieve, why this journey is essential to embark on, and how it will lead to better outcomes. Value can also be secured by supplying clear evidence that the change is warranted and providing ongoing professionallearning support.
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