Deliver school-based, job-embedded professional learning in varied well-matched formats¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The blueprint's professional learning dimension specifies that high-quality professional learning is school-based and job-embedded, for example in grade-level or discipline-specific professional learning communities where teachers learn new skills, observe and collaborate with peers, try new approaches, conduct virtual lesson studies, and develop their collective efficacy. It should be delivered in a variety of ways well-matched to the goals and format of the learning, using formats such as coaching, awareness-level sessions, hands-on learning, and mentoring, and should use research-based learning strategies such as collaboration, reflection, and application.

Design Implications¶

Context¶

Requirements¶

• A professional learning committee ensures offerings are high-quality and well-matched to the program's needs and the interests of teachers, staff, leaders, students, and families
• Facilitators have knowledge, skills, and mindsets aligned to the program

Constraints¶

Target Learners¶

• Teachers, staff, and leaders in in-person, remote, and physically-distanced in-person environments

Target Learning Goals¶

• Ensuring all students reach rigorous, equitable outcomes by deepening educator knowledge and skills over time

Related Strategies¶

• Support program implementation with curriculum-embedded professional learning: workshops, planning and classroom coaching, leadership walkthroughs, and student-work data analysis
• Sustained teacher professional development with coaching and professional learning communities
• Instructional Coaching
• Provide job-embedded professional learning with coaching, and keep coaches nonevaluative

Examples¶

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Key Sources¶

• Reimagining Excellence: A blueprint for integrating social and emotional well-being and academic excellence in schools. (2021). https://eric.ed.gov/?id=ED613077