Teacher led professional learning

This paper discusses effective teacher leader-led professional learning, tools to guide collegial conversations about practice, and ways that schools can enable teacher leaders to facilitate instructional change.

In 2015, a study on teacher professional development revealed disappointing news: Despite tremendous investment in resources and time for professional development, improvement in teacher effectiveness is difficult to achieve. The study reported that teacher professional growth plateaus early in a teacher’s career, with evidence of minimal continued growth over time.1

Not surprisingly, however, when teachers are asked what meaningful and effective professional learning looks like, they know exactly what they want. In a 2014 survey, teachers stated that they learn best when professional learning is relevant, participatory and sustained over time, as well as when it is led by practicing classroom teachers who under-stand the teacher experience.2

In a 2017 review of 35 rigorous studies on professional development (all with positive links to student outcomes), researchers further identified that effective professional development also is content-focused and collaborative, models effective instructional practices, provides coaching, and offers peer reflection.3If we listen and learn from teachers and researchers about what effective professional learning looks like, we can design learning experiences that speak to teacher learning needs, lead to improved instructional practice, and foster a mindset for continuous professional growth.

1Jacob, A., & McGovern, K. (2015). The mirage: Confronting the hard truth about our quest for teacher development.Brooklyn, NY: TNTP.

2Boston Consulting Group. (2014). Teachers know best: Teachers’ views on professional development.Seattle, WA:Bill & Melinda Gates Foundation

.3Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.