Paul Bloomberg and Barb Pitchford developed the Impact Teams model as a collaborative, 3-step process for teacher teams to analyze student evidence of learning and plan next steps for instruction. As consultants, they work with schools and districts across the country to develop classroom and
This post was originally published on Cooper on Curriculum. Running any form of professional development can be a daunting task, whether it is at the district level, at a conference, etc. At the beginning of the planning process, facilitators often don’t have much more than a
Is your professional learning close to practice? Schools and districts would do well to consider this question for each investment they make in professional development activities for both teachers and administrators. Consider the following continuum of professional learning activities: Activity that is “far from practice” seldom penetrates
Books on Equity and Cultural Proficiency have been one of the hallmarks of Corwin's publishing program, and we take pride in publishing some of the brightest thought leaders in educational equity. This month you'll hear from many of them, and we invite you to explore our
“Our schools are only as good as the conversations within them.” In Monday night's webinar, Jim Knight discussed our capacity for improving our schools by improving our communication. We've all experienced the feeling of walking away from a conversation, sensing it could have been more productive, but at
This post was originally published on TeachLearnTech. Many of the schools I work with are riding the personalized learning wave. In fact, in response to a recent question in one of my districts, “Yes, this is probably the most common education trend I’m asked to work on in
A colleague of mine, a fellow educational presenter, reached out to me a few weeks ago and asked me for support with how to help a principal “get his staff” motivated for a new school-wide initiative. The issue, according the principal, was that the teachers
I remember a time not so long ago when Professional Development was viewed as educators attending a workshop, training, or conference. These opportunities were time-bound, meaning that if you missed the offering, you had to determine how you would gain the knowledge you missed. You
A note for those who design PD for CCSS and STEM New, and very good, curricula and technologies (such as CCSS and STEM) are ready for implementation, but designing professional development that will enable them to fulfill their promises is a challenge. Textbooks are appearing, but
Recently, I returned from leading the pilgrimage of El Camino de Santiago, the medieval path across the north of Spain. This pilgrimage is much more than a beautiful walk. It is much more than a destination, or the repetition of footsteps along the path. It