Category: Implementation vs. Relevance

Improving teacher support has much to do with “overcoming some of the mindsets around PD,” explains Tom Arnett, Research Fellow at the Christensen Institute.  In an exclusive interview, Tom discusses the need to adopt an outcomes-driven mindset and measure change in teacher practice.

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Tom Arnett, Research Fellow at the Christensen Institute speaks about the evolution of professional development.  He discusses how districts are beginning to personalize professional development, moving away from the “1.0 version of PD” — PD that is one-size-fits-all and may lack relevancy to all teachers. Good PD provides teachers with the chance to “take what they learned, apply it, get feedback, make adjustments, and improve.” 

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We interviewed Tom Arnett, Research Fellow at the Christensen Institute about his perspective regarding high quality professional learning.  He explains that effective professional development has less to do with a specific practice and everything to do with being outcomes driven. Effective professional development “causes teachers to change their practices in ways that improve student outcomes”.

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Nearly two decades ago, business thinkers coined the phrase the “knowing-doing gap.” The main idea being that despite all the things we know to be true, there is an inability (or unwillingness) to implement. Surveying the education landscape, there are any number of arenas where this holds true. We know what works, we know what research says, and we know what kids need, but somewhere along the way there is a breakdown. It could be due to bad policy, a failure to communicate clearly, or a lack of funding for quality implementation, but we end up in a professional purgatory between where we should be and where we currently are. more

We need to treat our teachers like we expect them to treat their students”, states Lisa Highfill, Instructional Technology Coach at Pleasanton Unified School District.  Lisa reflects on how she designed and facilitated personalized professional learning based on her teachers’ individual needs, abilities, and interests.  This personalized approach characterized by trust invested teachers in their growth and development.  Listen here or read the transcript below: more

differentiate

We interviewed Lisa Highfill, Instructional Technology Coach at Pleasanton Unified School District about the steps she and her colleagues have taken to provide differentiated and active professional learning for their teachers.  She discusses the importance of building trust with teachers by truly listening to their needs and creating learning opportunities that feel relevant and meaningful. Listen here or read the transcript below. more

How do we know whether professional learning is actually working — which supports are making an impact on teachers and students, and which might we want to walk away from? In this podcast with Daniel Bauer, KickUp CEO Jeremy Rogoff explores the common challenges that school leaders face while making critical decisions about how to most effectively allocate their professional learning resources.  Jeremy discusses the power of using data to create a common language among stakeholders. Listen here or read the transcript below. more