Setting expectations

Introducing content and activating background knowledge\

Exploring content and integrating learning

Providing follow-up with feedback and coaching in the workplace.

Training Best Practice

• Is grounded in research-based content and practices that support professional and student learning.

• Is designed to match the developmental and learning needs of participants.

• Is spaced one or more weeks apart so that teachers have opportunities for classroom practice and coaching.

• Evolves into a collegial learning environment where participants learn from each other.

• Includes face-to-face meetings and online communication among participants and between participants and the instructor (i.e., bulletin boards, facilitated group meetings, threaded conversations, etc.), when majority of training is delivered online.

   

Underlying Assumptions of Professional Development

• Continuous learning and reflection lead to improved professional practice and/or increased student learning.

• Teachers, working together in collaboration can develop strategies for addressing many of the persistent problems of education.

• Learning must be linked to district, school, and professional growth goals.

• Effective professional development generates results that are talked about and shared with students and colleagues.

• Professional development provides opportunities for participants to construct their own meaning from their learning experiences.