For sustained success, educators must commit to their own lifelong improvement.
Commitment to high-quality professional learning is a common aspect of educational systems of the the world's highest-achieving nations. Despite evidence that effective professional learning can be a powerful lever for school improvement, much of the professional development (PD) that is conducted in the United States has had limited impact on teacher practice…
In these pages, John Murray identifies research-based characteristics of effective teacher professional learning, detailing eight strategies for planning and executing professional development programs and evaluating their results. Content includes: The proven “backward” approach to articulating the goals of your PD program; Descriptions of innovative and effective designs for professional learning such as Lesson Study and Instructional Rounds; Powerful approaches to designing and implementing online PD
Packed with templates that make getting started easy, this all-in-one resource will facilitate deep professional learning that truly enhances student achievement.
“This book is one that any teacher or administrator who is involved with leading professional learning and continuous improvement—new to the field or with great experience—would find great value in.”
— Jeff Ronneberg, Superintendent
Spring Lake Park Schools, MN
“This is a critical resource that should be on every education leader's bookshelf. You will be challenged to find another book with so much helpful information on so many important professional development strategies that you can get started on immediately to facilitate real change in your school.”
— John D. Ross, Educational Consultant
Chapter 13: Personal Learning Networks
Personal Learning Networks
Personal learning networks provide teachers with access to global leaders and experts, bringing together communities, resources, and information that is impossible to access within one school's walls.
When Tracy first started teaching in the 1980s, there was the Internet but she wasn't on it. Most information was shared face-to-face. Her personal learning network (PLN), the people she learned from and shared with, was small—teachers at her school and a few colleagues from graduate school. When they gathered before or after classes, they occasionally would share a success or failure in the classroom, an article or a book they had read, or an idea they had picked up at a conference or a workshop. Books came from bookstores, journals came in ...