Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to
improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions.
Register today for a free CDE summit that aims to help California schools make research - aligned decisions to
improve professional learning systems at their local educational agency.
Not exact matches
She notes that supporting teacher
professional learning, a funding
system more tightly targeted to high needs schools, and policies requiring all schools to take a percentage of disadvantaged students would be a good place
improve the
system.
How Shanghai Does It: Insights and Lessons from the Highest - Ranking Education
System in the World says teachers are supported with ongoing
professional development which is often collaborative in nature and focused on
improving instruction, and a framework of clear
learning standards, regular student assessment and well - aligned curriculum.
Many states» plans are replete with good ideas on how to
improve upon the existing
system, be that through more deliberate data - driven interventions or differentiated
professional learning.
Fischer and Blatt offer other examples of the range and depth of information on the Usable Knowledge site: how school
systems can become «data wise,» by using test results to
improve instruction; why education leaders need to overcome the universal «immunity to change» in order to move their organizations forward; how «teaching for understanding» is driving innovative use of distance
learning for
professional development; and what new insights from research brought a truce to the «reading wars.»
ACER draws on its expertise as a leader in educational research, assessment, and data collection and analysis to provide
professional learning for educators and
system leaders, policy makers, psychologists and human resources
professionals, and others to support
improved learning.
Improving professional development
systems while maximizing informal
learning opportunities is central to ongoing and durable
learning.
By engaging teachers in leading the work, establishing PLCs for every teacher (Thessin & Starr, 2011), revamping curriculum, providing deep
professional learning and establishing new metrics for success, we were able to dismantle the tracking
system and
improve student achievement.
CCSSO believes that stronger connections across teacher and leader initiatives and instructional work with CCR standards will have increased impact and benefits for talent management
systems, allow for more targeted
professional development to support
improved instruction for both teacher and leaders, and increase capacity for teachers and leaders to meet the needs of each student and
improve learning.
The NYS Charter Schools Act of 1998 was created for the following purposes: •
Improve student
learning and achievement; • Increase
learning opportunities for all students, with special emphasis on expanded
learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new
professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school
system; and • Provide schools with a method to change from rule - based to performance - based accountability
systems by holding the schools established under this article accountable for meeting measurable student achievement results.
Multiple studies have demonstrated that organizations that prioritize a performance - management
system that supports employees»
professional growth outperform organizations that do not.25 Similar to all
professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for
professional learning and growth.28 For example, well - developed, sustained
professional learning communities, or PLCs, can serve as powerful levers to
improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30
Hirsh stated she is «more optimistic» for local communities to «create
learning systems» that work to
improve professional programs.
Professional learning experiences and networks for effective
system leadership, job - specific knowledge and skills, and
improved student results.
These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish
system coherence by aligning central office and site programs, and accelerating student
learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2)
improve the quality of instructional leadership by providing ongoing
professional development for school leaders; 3)
improve the quality of teaching throughout the district through embedded
professional development; 4) increase student engagement in the
learning process by personalizing
learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.
While much of the current focus on teacher evaluation
systems is centered on accountability, many have argued that it is equally, if not more, important to design and use evaluation
systems to inform
professional development efforts and
improve student
learning.
As an independent author and consultant he has worked with schools and school
systems in 23 nations to
improve student achievement and
professional engagement with
learning.
New Teacher Center describes strong induction programs as those that include instructional mentoring for new teachers by carefully selected, well - prepared mentors; formative assessment for teachers and support
systems to drive continuous improvement;
professional learning communities for mentors and new teachers; engaged principals; and supportive school environments and district policies.9 Research suggests that regular contact between beginning teachers and mentors over a period of at least two years can propel
improved teaching and greater student
learning.10
Because what works in one district may not work in every district,
professional learning should be aligned and adapted to address school and
system goals.25 States and school districts should work with teachers to design ongoing cycles of
learning and improvement that ensure all educators can identify areas for growth and
learn evidence - based strategies that will address their needs, ultimately
improving their performance and increasing student achievement.26
Here in Washington, just one example of the resources we have is the Transforming
Professional Learning iGrant process facilitated by OSPI to help districts and teams improve and implement stronger professional learn
Professional Learning iGrant process facilitated by OSPI to help districts and teams improve and implement stronger professional learning
Learning iGrant process facilitated by OSPI to help districts and teams
improve and implement stronger
professional learn
professional learning learning systems.
Students of National Board Certified Teachers
learn up to two months more than their peers, with an even greater impact for students of color and low - income children.54 A career continuum supported by a
system of meaningful
professional learning would put teaching more on par with other modernized professions such as medicine, engineering, and architecture.55 Such a continuum should support every teacher to aim for accomplished practice from the start of their career, to work in school - based teams to demonstrate and
improve their knowledge and skills, and to expand their impact as accomplished teachers through a variety of leadership roles, which would allow them to continue teaching students.
To promote cultures of continuous growth, schools and school districts should encourage and support feedback loops, honest coaching conversations, and collaboration toward
improved student outcomes.59 A recent report found that when teachers are more open to feedback, their evaluation scores are more likely to increase over time.60 Furthermore, the introduction of new teacher evaluation
systems in recent years has created an opportunity to provide teachers with much more effective feedback and to more intentionally target
professional learning to individual teachers» needs.61 When
professional learning is rooted in collaboration and meaningful opportunities to apply new skills, these
systems can become essential components of evaluation
systems that support teacher growth.62
Currently,
professional learning most often comes in the form of one - size - fits - all workshops, which do not always
improve student achievement.27 School districts can
improve their current
systems of
professional learning by having teacher leaders design and facilitate
professional development specifically tailored to the needs of their colleagues.
These recommendations will be of use to aspirant leaders themselves as well as school
systems and sectors,
professional learning providers, and other groups with an interest in ensuring principals are well prepared for the responsibility of
improving school and student outcomes.
Engages in
professional learning that
improves professional practice in alignment with the needs of the school
system; and
The National Education Technology Plan, Transforming American Education:
Learning Powered by Technology, calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous impr
Learning Powered by Technology, calls for applying the advanced technologies used in our daily personal and
professional lives to our entire education
system to
improve student
learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous impr
learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement.
Five of State's Largest Districts Deliver Expert - authored PD to
Improve Support for Students with Exceptionalities CINCINNATI, OH (October 24, 2017)-- Scenario
Learning, a Vector Solutions company and developer of market - leading safety, compliance, and staff training solutions for schools and colleges, announced that districts across the Northwest are adopting the Exceptional Child Online
Professional Development
System to help -LSB-...]
Our outstanding educators are provided with unmatched opportunities for rewarding
professional growth, are committed to using data to
improve student results, possess exceptional professionalism, and embrace our school's belief that all students, regardless of economic status or family structure, are entitled to
learn in a
system that gives them the best chance for success.
The goals of this
system are to contribute to enhanced instruction,
improve student achievement, and support ongoing
professional learning.
Knight and Fullan cite research showing that the countries that most
improved their school
systems often focused the majority of their attention on
professional learning rather than teacher accountability.
In Igniting the
Learning Engine: How school systems accelerate teacher effectiveness and student growth through Connected Professional Learning (which we blogged about here: http://www.coreeducationllc.com/blog2/igniting-learning-engine/), authors profiled four school systems that, with an intensive focus on improving the quality of instruction through professional learning, have seen above - average results with a relatively high - need student pop
Learning Engine: How school
systems accelerate teacher effectiveness and student growth through Connected
Professional Learning (which we blogged about here: http://www.coreeducationllc.com/blog2/igniting-learning-engine/), authors profiled four school systems that, with an intensive focus on improving the quality of instruction through professional learning, have seen above - average results with a relatively high - need student
Professional Learning (which we blogged about here: http://www.coreeducationllc.com/blog2/igniting-learning-engine/), authors profiled four school systems that, with an intensive focus on improving the quality of instruction through professional learning, have seen above - average results with a relatively high - need student pop
Learning (which we blogged about here: http://www.coreeducationllc.com/blog2/igniting-
learning-engine/), authors profiled four school systems that, with an intensive focus on improving the quality of instruction through professional learning, have seen above - average results with a relatively high - need student pop
learning-engine/), authors profiled four school
systems that, with an intensive focus on
improving the quality of instruction through
professional learning, have seen above - average results with a relatively high - need student
professional learning, have seen above - average results with a relatively high - need student pop
learning, have seen above - average results with a relatively high - need student population.
«Global PD provides immediate accessibility to targeted
professional learning resources which yields
improved results in
systems that support achievement, educator effectiveness and collaboration.
ScholarCentric's middle and high school materials, technology, and services align well with SIG funding in the following categories: implement research - based assessments and curriculum, provide job - embedded
professional development, use data to differentiate instruction, establish early - warning
systems, adopt response - to - intervention models,
improve the transition from middle to high school, increase graduation rates, and extend
learning time.
• Devised a
system to determine minimum and maximum number of hours for
professional development, which made the process 50 % more efficient than before • Identified training delivery protocols which strengthened delivery methods for all employees who were part of the PD program • Kept
professional development programs dynamic and rigorous by conducting annual needs assessment surveys and writing corresponding reports • Established
learning objectives and goals for staff development sessions • Developed timelines and training outlines • Coached employees in developing their skills and
improving job performance
PROFESSIONAL EXPERIENCE Substitute Teacher — Montgomery County School
System, KS 2009 — Present Provide creative and innovative substitute teaching assistance in Montgomery County in Kansas, assisting Primary teacher with developing interesting and compelling daily activities and lesson plans that stimulate adolescents to
learn and
improve their scholastic abilities.
With the conference theme of «knowledge
systems, social justice and racism in health
professional education», many sessions heard about efforts to
improve cultural safety in teaching,
learning and practice environments.
ACER draws on its expertise as a leader in educational research, assessment, and data collection and analysis to provide
professional learning for educators and
system leaders, policy makers, psychologists and human resources
professionals, and others to support
improved learning.