{"id":9145,"date":"2019-05-22T08:00:36","date_gmt":"2019-05-22T12:00:36","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=9145"},"modified":"2019-05-19T08:25:24","modified_gmt":"2019-05-19T12:25:24","slug":"personalizing-professional-development-how-empowered-teachers-can-take-charge-of-professional-learning-and-growth","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/personalizing-professional-development-how-empowered-teachers-can-take-charge-of-professional-learning-and-growth\/","title":{"rendered":"Personalizing Professional Development: How Empowered Teachers Can Take Charge of Professional Learning and Growth"},"content":{"rendered":"\n
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McREL\u2019s CEO Bryan Goodwin has teamed up with ASCD authors Pete Hall and Alisa Simeral in this white paper to tackle a question of urgent interest to teachers at all career stages: Can professional learning be better? It can, they argue, if the profession recognizes that PD must begin with teachers\u2019 problems of practice, develop an understanding of why<\/em> certain techniques work, not just what they are, and continue with reflection.<\/p>\n\n\n\n

Reflection holds the key to identifying and addressing problems of practice as teachers advance in their skills. <\/p>\n\n\n\n

The authors suggest an inquiry-based approach in which teachers (and those who support them as instructional leaders and coaches) internalize the process of carefully identifying a problem of practice, consulting research, identifying or developing a solution, testing and refining it, and expanding their repertoire of strategies and expert mental models.<\/p>\n\n\n\n

They suggest starting with teachers\u2019 problems of practice, like these: <\/p>\n\n\n\n