The Solution is in the Room

Professional learning can encompass a wide range of formal or informal activities and interactions: seminars, informal hallway discussions, university courses, workshops, local and national conferences, co-teaching, mentoring, data discussions about student work, book clubs, teacher networks, and inservice days.

While many experiences may lead to professional learning, participation alone isn’t enough. We also need to know whether these learning experiences are effective. What structures, processes, and forms of evaluation are useful to consider when designing effective professional learning and evaluation?

For example, consider the term “inservice.” It has become a dreaded word that makes teachers cringe and roll their eyes. That’s not because of a lack of interest in increasing their teacher knowledge and skills, making effective changes to instruction, and improving student learning.

The problem is that, all too often, professional learning doesn’t give teachers the tools and voices to make that time meaningful.

Full article published by Donna Spangler in The Learning Professional (Learning Forward) in June 2019.

This article shares a real-world example of using a structured teacher-led solution protocol to elevate staff voice, build trust, and generate practical answers to school-wide challenges.

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