Targeted Professional Development

Targeted Professional Development

Research shows that effective professional development is designed to always keep the End (Student Achievement) in mind and is:

  • Presented in an intensive, sustained, and continuous manner over time, including time for teachers to not only learn a new strategy but to have time to practice implementing it as well.
  • Focused on specific curriculum content and pedagogies.
  • Designed to engage teachers in active, collegial learning that allows them to test ideas in the classroom and to make sense of knowledge gains in meaningful ways.
  • Connected to teachers’ collaborative work in school-based learning teams.
  • Supported by comprehensive coaching processes that are based on Focus, Time, Duration, and Proximity to students and that include coaching, modeling, observation, and feedback during the implementation stage in order to address the specific challenges of changing classroom practice.
  • Integrated with other school-level departments, policies, and reforms for a coherent approach to curriculum, instruction, assessments, and PD.

Effective professional development is not limited to learning a new skill—it must allow an educator to successfully implement the learned skill as well. The Action Learning Systems' model for whole-school reform and professional development training is based on the learning theories and research of Rosenshine, Bereiter, Bloom, and Block; studies of school structure and culture by Lazotte and Slavin; and more recent studies by Marzono, Guskey, and Perkins on student achievement and performance gains as measured by academic achievement tests and other measurements. Action Learning Systems has the experience and proven capacity to deliver a systems approach to a coherent and comprehensive student achievement solution from district, to school site, to classroom.

Training Opportunities Include: