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1. THE LEARNING EDUCATOR
2. Principle1: PRINCIPLES Important
Principles may and
must be inflexible
-Abraham Lincoln
3. Principle 1: PRINCIPLES Principles
Shape our thoughts,
Words, and actions.
Hirsh, S. and Killion, J. (2007) The learning Educator.
OH: NSDC
4. Groups that are too much alike find it harder to keep learning, because each member is bringing less and less new information to the table. Homogenous groups are great at doing what they do well but they become progressively less able to investigate alternatives. Surowiecki, J. (2005) The wisdom of crowds. New York: Anchor
5. Principle 3: LEADERSHIP Leaders matter.
- Dennis Sparks
6. Principle 3: LEADERSHIP Leaders are responsible for building the capacity in individuals, teams, and organizations to be leaders and learners.
Hirsh, S. and Killion, J. (2007). The Learning Educator
OH: NSDC
7. Like (President Kennedys) moon mission, a true BHAG is clear and compelling and serves as a unifying focal point of effort often creating immense team spirit. Porras, J., Emery, S., & Thompson, M. (2007). Success built to last: Creating a life that matters. Upper Saddle River, NJ: Wharton School Publishing
8. Principle 5: FOCUS The main thing is to keep the main thing the main thing.
- Stephen Covey
9. Evaluation is important because if educators are going to get the staff development they need to help their students perform proficiently, they will have to demonstrate that adult learning can significantly increase student achievement. Mizell, H. (1997, December 9). Is staff development a smart investment?
10. Principle 7: EXPERTISE Never become so much of an expert that you stop gaining expertise. View life as a continuous learning experience.
- Denis Waitley
11. Principle 7: EXPERTISE Communities can solve even their most complex problems by tapping internal expertise.
Hirsh, S. and Killion, J. (2007). The Learning Educator. OH: NSDC
12. Acknowledging that, unless teams of teachers improve together, schools never will stresses the cultural approach toward improvement and change. The goal of professional development is the enculturation of a continuous improvement philosophy among teams of professionals rather than individual teachers. Sparks, D. (2004, December). The looming danger of a two-tiered professional development system. Phi Delta Kappan, 86(4), 304 306.
13. Our Vision
14. From: Individual learning
15. Learning is both an individual and a social process. Capturing individual learning for the benefit of the group enterprise depends structures that support interdependence in serious, substantive ways.
16. From: Standardization
17. From: Increasing the number of staff development days or periods
18. A school isnt likely to have a collaborative culture without a consistent time each week for teams to work together during the school day. Principals should protect the collaborative time for teamwork just as teachers protect students instructional time.
19. From: Separate individual teacher, school, district professional development plans ? To: Effective professional learning embedded into team, school, and district improvement plans
20. The alignment of the pedagogical and leadership practices of the school with its commonly held beliefs determines the integrity of the school and the possibility of equitable outcomes for all students. Professional development programs that do not align with the core values and vision of the school are doomed to failure. Baron, Daniel (2007) Critical Friendship: Leading From the Inside Out. Principal Leadership
21. From: Improving teacher practice ? To: Improving teaching quality and student learning
22. We cannot afford to keep relearning that improvement of students learning depends on skillful teaching and that skillful teaching depends on capable teachers and what they know and can do. Ball, D.L. (2003, February). Mathematics in the 21st century. What mathematical knowledge is needed for teaching mathematics. Washington, DC. U.S. Department of Education Secretarys Summit on Mathematics.
23. From: Relying on outside experts ? To: Tapping and building internal expertise
24. Teacher expertise is at the foundation of increasing teacher quality and advancements in teaching and learning. York-Barr, J. & Duke, K (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research.
25. From: A single career path for teachers ? To: Multiple options for teachers to become leaders in schools
26. Teachers who become leaders experience personal and professional satisfaction, a reduction in isolation, a sense of instrumentality, and new learning all of which spill over into their teaching. As school-based reformers, these teachers become owners and investors in the school, rather than mere tenants. They become professionals. Barth, R.S. (2001). Teacher leader. Phi Delta Kappan 82(6), 443
27. From: Inservice education and staff/professional development ? To: Professional learning
28. Every teacher must be learning virtually every day. Individual and collective professional learning, getting better and better in the setting in which you work, must be built into the culture of the school in both its internal and external interactions . . . Most schools, structurally and normatively, are not places where virtually every teacher is a learner all the time. Fullan, Michael (2006, November) Leading professional learning: Think system and not individual school if the goal is to fundamentally change the culture of schools. 10 13 (12)
