- How does your district engage school-based teachers and administrators in decision-making about professional development practices and resources?
- How does your district evaluate professional development practices and experiences?
Thursday, February 10, 2011
In her column for Learning Forward Washington's Winter newsletter, Dr. Edie Holcomb discusses the role of central office leadership to move professional development into a future that is more beneficial for both individual educators and the schools system as a whole. She urges us to ponder the following questions:
Tuesday, December 14, 2010
December Wonderings
In late November, Jane Chadsey, Learning Forward Washington president, hosted a World Café in Renton. Attendees explored the following:
Learning Forward’s definition of powerful professional development is a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement. Given diminishing resources, how can we close the gap between our reality and the ideals of the Learning Forward definition of professional development?
We would love to hear what you have to say. Please, add you comment. No log in required.
Learning Forward’s definition of powerful professional development is a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement. Given diminishing resources, how can we close the gap between our reality and the ideals of the Learning Forward definition of professional development?
We would love to hear what you have to say. Please, add you comment. No log in required.
Wednesday, September 22, 2010
Professional Development Planning Wonder
In her inaugural column for Learning Forward Washington's September newsletter, Dr. Edie Holcomb discusses the national organization's definition of Professional Development: Professional development means a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement. As we move forward with our own efforts in our local contexts, Dr. Holcomb urges us to consider the following questions:
How many districts have chosen to “do one thing well” this year, and will follow an initial presentation with other components of the definition like “well-prepared principals and/or coaches, mentors, master teachers and teacher leaders” facilitating collaborative application of the content “several times per week among established teams of teachers, principals and other instructional staff members?
In how many districts are teachers and principals learning and working together as they accept “collective responsibility for improved student performance?"
What actions can Learning Forward Washington members take to influence professional development planning and begin to close the gap between reality and the ideals of the NSDC definition?and the ideals of the NSDC definition?
What do you think? Let YOUR voice be heard!
(Hint: click the link to comments below to view and add comments)
How many districts have chosen to “do one thing well” this year, and will follow an initial presentation with other components of the definition like “well-prepared principals and/or coaches, mentors, master teachers and teacher leaders” facilitating collaborative application of the content “several times per week among established teams of teachers, principals and other instructional staff members?
In how many districts are teachers and principals learning and working together as they accept “collective responsibility for improved student performance?"
What actions can Learning Forward Washington members take to influence professional development planning and begin to close the gap between reality and the ideals of the NSDC definition?and the ideals of the NSDC definition?
What do you think? Let YOUR voice be heard!
(Hint: click the link to comments below to view and add comments)
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