The Compelling Why Most reforms stop short at the classroom door; all available evidence suggests that classroom practice has changed little in the past 100 years. Lewis, Perry & Hurd, 2004 A Deeper Look at Lesson Study Educational Leadership
Five Characteristics of Effective Professional Learning The following five characteristics should be considered by anyone charged with, or seeking to provide professional learning experiences for Ontario’s teachers i) Coherent ii) Attentive to Adult Learning Styles iii) Goal-oriented iv) Sustainable v) Evidence-informed Recommendations to the Partnership Table on Teacher Professional Learning (2007)
Characteristics of Effective Professional Learning Across multiple studies, there is clear evidence that sustained, iterative, teacher- directed and collaborative models of professional learning support significant gains in teacher efficacy. Dr. Cathy Bruce, Science & Technology Education Group (2012)
Collaborative Action Research 12 The process of action research allows educators to: reflect on an issue or a problem relevant to their teaching; to determine what research question(s) they are trying to answer; to implement an intervention designed to address the problem; to collect and analyse data to determine if their intervention is having an effect, and; to implement changes in their practice based on their findings. www.tmerc.ca
Avoiding Pitfalls of Professional Learning Myth: no budget for release time = no pd Myth: no planning needed just show up (carefully plan content, strategies, dynamics and trajectories) Myth: drop in-between meeting/session activity Myth: PLC is separate from CIL-M “doing CIL-M” from Inquiry Myth: Growing too quickly Who is a knowledgeable other? How do they facilitate? A coach is a coach (no special training, and don’t need support themselves)
What opportunities can you create for… slowing it down? sustaining focus on a precise content piece? building purposeful professional learning networks with researchers? supporting teachers as co-learners? 18
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