Staff and Teachers
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LEARNING PRINCIPLES
In order for an increase in educator effectiveness to occur, we consider:
- 1. Educators’ commitment to students, all students, is the foundation of effective professional learning.
- 2. Each educator involved in professional learning comes to the experience ready to learn.
- 3. Because there are disparate experience levels and use of practice among educators, professional learning can foster collaborative inquiry and learning that enhances individual and collective performance.
- 4. Like all learners, educators learn in different ways and at different rates.
1. Educators’ commitment to students, all students, is the foundation of effective professional learning.
2. Each educator involved in professional learning comes to the experience ready to learn.
3. Because there are disparate experience levels and use of practice among educators, professional learning can foster collaborative inquiry and learning that enhances individual and collective performance.
4. Like all learners, educators learn in different ways and at different rates.
rELATIONSHIP BETWEEN PROFESSIONAL LEARNING AND STUDENT RESULTS
- When professional learning is standards-based, it has greater potential to change what educators know, are able to do, and believe.
- When educators' knowledge, skills, and dispositions change, they have a broader repertoire of effective strategies to use to adapt their practices to meet performance expectations and student learning needs.
- When educator practice improves, students have a greater likelihood of achieving results.
- When student results improve, the cycle repeats for continuous improvement.
This cycle works two ways: If educators are not achieving the results they want they determine what changes in practice are needed and then what knowledge, skills, and dispositions are needed to make the desired changes. They then consider how to apply the standards so that they can engage in the learning needed to strengthen their practice.