By: MaryBeth Crissman Date: June 1, 2016
In April, we started a conversation about Personalized Professional Learning. We shared stories and insight about the challenges and triumphs of professional learning experiences from educators across the country, and now we’re continuing the conversation!
Episode 2 of our Salon Series, Educator Viewpoints on Personalized Professional Learning focuses on practice and process. According to the over 500 teachers and leaders who responded to our survey, policy and process matter greatly when it comes to an effective and meaningful professional learning climate. In fact, districts who share a few key characteristics are likely to create a more personalized professional learning climate for their educators. A few of those characteristics include:
Educators in districts with these characteristics reported greater levels of confidence in their leaders and trust in the evaluation process.
Interestingly, survey responses varied greatly from region-to-region across the U.S. Episode 2 – Practices and Process: How Policies and Automation Shape Success dives into those differences. For example, only 47% of survey respondents from the West reported that teachers are required to create a Personalized Learning Plan – almost 20% less than the other regions. And 73% of survey respondents from the West rate lack of trust in the teacher evaluation process as an obstacle—almost 15% more than the other regions.
Categories Salon Series