Defining Professional Learning

Understanding of professional development is not common.  “PD” is about as broadly understood as “curriculum”.  Both require conceptual clarification whenever we discuss them to be sure everyone in the conversation is talking about the same thing.  Is PD the timeslot in our schedule, the collaborative conversation in the hall, the conference we attended, the student work we reviewed?  It could be all of those or each of them.

I’m especially proud that our schools have explicitly defined and applied standards to professional learning stating that it is collaborative, job-embedded, and driven by the learning outcomes of students.  These defining features honor and expect the professionalism and ownership of students’ success by the teaching staff responsible for them.  As we head into political times of sometimes ridiculous “accountability” measures of teachers, there’s a comforting liberation in knowing that by professionally owning our learning and that of our students we are in fact inarguably accountable.  When people are trusted and supported in their own learning, it becomes authentic and effective.   We know this is true with our own students.
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In future posts, I will offer some conceptions of what this could look like in action.  I would love feedback on how you might integrate these into your professional learning.