Professional Learning Overview

approaches to professional learning

  • professional learning for you + your students
  • connecting your learning to the resources you both need
  • transformative learning + technology

“Professional Learning” (like “Professional Development”) is probably one of the most misused, vague and ill-defined terms used in education. Equally “Learning” and “learning”, as formal, informal and professional processes are mired by debate, nuance and (from time-to-time) collective myopia.

At its most fundamental level learning should not be defined on any continuum towards some arbitrarily fixed excellence, or seen to pivot around the fulcrum of success and failure. It should be judged on its capacity, as a process, to offer choice, opportunity for change and self-awareness, as well as on its energy to create new ways of knowing and seeing, as well as evaluating and reporting individual and group progress towards some given outcome.

For teachers just as for students, there is perhaps a good argument to advocate that (professional) learning should be as much inspirational as it is aspirational, that it should encourage and support discovery, innovation and productive change.

 

opportunities:

  • Technology can extend the range of resources teachers can offer their students
  • challenges:
  • Digital communications and content are more dynamic than textbooks, but often less-structured and not always at all well-designed as learning resources
  • solutions:
  • Teachers and students build an active-learning context to question, select and evaluate information they find to provide authentic meaning and a currency to their learning.
  • using technology tools:
  • Learn from and with your colleagues and students
  • Ask for help – mistakes are an opportunity to learn
  • Your attitude to change affects your students’ attitudes
  • Embrace change and change will embrace you!

professional learning for classroom leadership

  • 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!

delivering effective professional learning

  • Improving student outcomes through teacher mastery
  • Connects teaching and learning to your own realities
  • Modeling current needs and anticipated futures
  • Encouraging interdependent and collaborative learning
  • Building wisdom through reflective feedback
  • Supporting continuous improvement
  • Creates dynamic feedback and embracing change
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