Sustain educator learning through schoolwide, network, and districtwide approaches that embed professional learning across the system¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends that professional learning be part of a sustained approach at school, district, and network levels creating opportunities for learning, dialogue, and shared practices. It highlights schoolwide approaches such as the School Development Program, EL Education, and the Institute for Student Achievement that "have evolved into networks of schools... developed around practices grounded in the science of learning and development," and notes districtwide approaches iterating on learning opportunities are important for sustained transformations in pedagogy.

Design Implications¶

Context¶

Requirements¶

• Educators need opportunities to continue learning after initial preparation because children are not standardized and problems of practice are never routine

Constraints¶

• The report describes these approaches as holding promise, not as proven at scale

Target Learners¶

• teachers, principals, and district leaders

Target Learning Goals¶

• sustained enactment of developmentally grounded pedagogy

Related Strategies¶

• Design educator learning experiences using adult learning theory: connect to prior experience, ensure real-world application, and enable perspective transformation
• Design educator preparation around pedagogical alignment, tightly linked clinical experiences, and a developmental approach to educator learning
• Concentrate AI-edtech adoption priorities through collaborative networks that share tools, policies, and evaluation practices
• School and district leaders' recommendations for implementing effective classroom coaching programs
• Concentrate professional development support at the point of intention–behaviour translation through clinically embedded coaching

Examples¶

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Key Sources¶

• Darling-Hammond, L., Flook, L., Schachner, A., & Wojcikiewicz, S. (with Cantor, P., & Osher, D.). (2021). Educator learning to enact the science of learning and development. Learning Policy Institute. https://doi.org/10.54300/859.776