What makes for high quality teacher learning?

Professional development?

I’ve been doing a lot of thinking lately about teacher learning (aka professional development).

Why?

A few reasons:

  • I’m taking a class at UW Oshkosh this summer about professional development and doing research for this class
  • I was selected as one of ten Success at the Core Fellows and this organization is all about professional development (for teachers, teacher leaders, coaches, administrators, etc.)
  • I’ve experienced some good PD in my career and a lot of bad PD

So, the real question I’m wresting with right now is “what makes for high quality teacher learning?”

This question really has two  parts: what IS high quality teacher learning (what does it look, sound, feel like, etc.) and how can schools facilitate effective learning for teachers (what are the criteria, key aspects, logistics, etc.)?

A few core ideas that I keep circling back to about effective teacher learning are that it must be inquiry-based, differentiated, ongoing, supported, and job-embedded.

So, readers – if there are any of you left – what makes for high quality teacher learning?

Image used under CC license from http://cynicsgirl.blogspot.com