Category Archives: Professional Learning Conceptions

Picking up from the last Professional Learning Conception (#4 – Data Analysis), it seems that prerequisite to having data worth analyzing, there is student work that results in the data.  Before “data-driven” became the overused cliché that it has in … Continue reading →

One of my main concerns for teaching is the focus of student data that is increasingly being used to evaluate the quality of a teacher.  I agree whole-heartedly that student performance information should inform how a teacher measures progress towards … Continue reading →

So often I read professional articles or journals that really inspire and speak to me and my classroom needs.  A well-written, divinely-timed article can literally change your practice, just by growing your thinking about instruction, or even philosophy of teaching.  … Continue reading →

One of the common things I’ve heard from teachers for years is that we want to “watch someone else do it”.  This concept led me to a team-teaching model in my classroom so that I could have the daily experience … Continue reading →

For clarity, I am broadly defining curriculum as the standards AND materials used for instruction.  If you teach a curricular program in which lesson plans are provided, scripted, or otherwise laid out, there is still plenty of room for teachers … Continue reading →

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 … Continue reading →