professional learning for teachers
Whether individual, faculty or school-wide needs, properly planned, negotiated and effectively delivered professional learning can have a significant impact on student, teacher and school outcomes. Often, professional learning was viewed as a response to individual teaching needs rather than with the goal of directly improving educational outcomes for a school in its broadest form. Indeed, the term “professional development” may be viewed as a term that is anachronistic for the 21st Century as it does not address what is essentially on-going and continuous workplace transformation and improvement.
The results of a well-planned learning schedule, implemented at the right time and in a manner that energizes and supports change is measurable in both quantitative and qualitative terms:
- Assisting, reflecting and challenging workplace learning
- Learning through Practice and Play
- Developing Effective Professional Learning Styles
- Structured, flexible and negotiated
- Facilitating informed decision-making
- Authentic, interwoven, articulated and practical
- Well-supported and evaluated
Styles of Learning Delivery
- Workshops
- Breakaway Groups
- Seminars
- Full-day programs
- Mentoring Meetings
- Resourcing
- On-line, Flexible and Self-paced
Active Outcomes
- Building professional learning teams
- Supporting action research
- Examining student work
- Developing communities of practice
- Facilitating case discussion
- Learning-by-doing
- Bringing positive change through reflection
- Assessment for Learning