Current research in the evaluation of high-quality teachers strongly recommends the need to separate processes that address accountability from meaningful professional growth. To maximize high-quality student learning we must prioritize authentic teacher growth. In doing so, schools should model a professional learning practice that mirrors our efforts to individualize learning for students.
This workshop calls on participants to join a simulation that illustrates different approaches to professional learning in schools. In the process, we highlight ISH’s professional growth cycle framed around individualization, choice, and autonomy that asks teachers to develop inquiry goals that aspire toward our best teaching selves.
Participants choosing to learn with us will explore effective frameworks for pursuing one’s own professional growth, how schools can best promote teacher learning, and the toughest but most relevant question – how do we measure this impact on student learning.