Reach the Highest Standard in Professional Learning: Learning Communities by Hord Shirley M.;Roy Patricia A.;

Author:Hord, Shirley M.;Roy, Patricia A.;
Language: eng
Format: epub
ISBN: 1566378
Publisher: Corwin Press
Published: 2014-08-15T00:00:00+00:00

Seventh- and eighth-grade mathematics teachers will learn and consistently implement instructional strategies that improve functions and algebraic thinking so that the achievement gap between white and Hispanic/African-American students is reduced by 8% or better as measured by the district’s benchmark assessment and the annual state assessment.

Step 3: Develop Educators’ Knowledge and Skills

Step 3 focuses on educators engaging in professional learning in order to extend their knowledge and skills regarding new practices, content, content-specific pedagogy, how students learn, and management of classroom environments that support solutions to students’ learning needs.

Many educators report that their typical professional learning involves watching a video clip of a new instructional practice. The video clip might take place at a different grade level or in a different content area than that of the teachers who are viewing it, yet once they have watched this demonstration, they are expected to employ that new practice with their students.

Experts in the field of professional learning don’t believe that experience is sufficient for changing instructional behavior. Bruce Joyce and Emily Calhoun’s (2010) study of professional development suggests that there are several components that need to be planned and executed when a new curriculum or instructional practice is introduced. First, knowledge of new content and understanding student learning outcomes is essential. This knowledge is not casual; it needs to be deeply understood—at teachers’ fingertips—so they can use it with ease when planning courses, units of study, and individual lessons. Principals, assistants, and instructional coaches also need to understand content and the depth of knowledge involved in new student learning outcomes in order to provide appropriate feedback and assistance for instruction.

In addition, other topics might include content-specific pedagogy, how students of different ages or learning styles learn new information, differentiated instruction strategies, and classroom management techniques, especially if students are expected to learn collaboratively with their peers. Developing the knowledge base includes understanding (1) components parts, (2) critical attributes, (3) underlying theory, and (4) when to use or not use specific strategies. Even though many educators might want to jump to learning new strategies first, knowledge provides the foundation for the effective use of new strategies and the development of professional decision making (Joyce & Calhoun, 2010; Marzano, Pickering, & Pollock, 2001).

Step 3 also involves developing new instructional skills. New instructional strategies are also built through understanding essential components and critical attributes. Demonstrations play an important role in learning to use new strategies, but study in this area suggests that at least 20 or more demonstrations are needed over the course of a year to build new practices. These examples can be accomplished through demonstration lessons conducted by instructional coaches, outside experts, or expert team members, observations of a master teacher, or videos. To be used most effectively, observations and demonstrations require additional investigations: labeling the essential components, collaborative discussions, and analysis of strengths and barriers.

A third component, required for development of new skills, involves planning and preparation. New curriculum and student learning outcomes will require the use of different instructional strategies. Some of these strategies are material intensive.

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