Design for long-range engagement and systematic follow-up in teacher professional learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's fourth lesson holds that lasting pedagogical change is more likely when teachers can try new strategies, receive feedback, address challenges, and iteratively improve across multiple workshops. "Frequency and quality of the follow-up opportunities are indispensable." Meaningful follow-up involved modeling of teaching practices by ILC leaders or observation and feedback of participant teachers. The authors recommend that designing for long-range engagement and follow-up be part of initial plans.

Design Implications¶

Context¶

Requirements¶

• Follow-up opportunities built into initial plans; advisors and coaches available across multiple workshops

Constraints¶

• Meaningful follow-up was important but rare in the sites studied; follow-up usually consisted of teacher self-reports, reflections, and sometimes student work samples

Target Learners¶

• Practicing K-12 teachers
• Teacher leaders and instructional coaches

Target Learning Goals¶

• Implementation of new instructional strategies
• Lasting change in pedagogy

Related Strategies¶

• Provide various forms of follow-up to sustain new practices learned in PD
• Build Time for Self-Reflection

Examples¶

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Key Sources¶

• Lotan, R. A., Burns, D., & Darling-Hammond, L. (2019). The Instructional Leadership Corps: Entrusting professional learning in the hands of the profession. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/instructional-leadership-corps-professional-learning