Professional Learning Model
CREC’s professional learning opportunities are designed with the goal of empowering educators to creatively and collaboratively address educational challenges and prepare students for success. For students to be successful and deemed college ready, they must demonstrate proficiency with essential knowledge and skills in core content areas and develop the thinking and learning skills to be academically, socially and emotionally prepared for lifelong learning and global citizenship. As a result, professional learning opportunities must be focused on academic content as well as the development of key 21st century skills. All learning should encourage innovation and inspire teachers to seek that which enhances, evolves, or expands student learning and classroom instruction.
To support the design of highly effective development opportunities, CREC has adopted Learning Forward’s Standards for Professional Learning, which state:
Professional learning that increases educator effectiveness and results for all students...
- Occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment
- Requires skillful leaders who develop capacity, advocate, and create support systems for professional learning
- Requires prioritizing, monitoring, and coordinating resources for educator learning
- Uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning
- Integrates theories, research, and models of human learning to develop effective learning designs that produce its intended outcomes
- Applies research on change and sustains support for implementation of professional learning for long-term change
- Aligns its outcomes with educator performance and student curriculum standards
A printable Professional Learning Standards guide is available here.
In concert with the standards, CREC’s Continuum of Professional Learning guides the selection of learning designs and encourages sustainable implementation. The Continuum illustrates a learning trajectory that promotes teacher leadership and professional growth.
- Developing Awareness: faculty and staff gain knowledge of new, research-based instructional strategies and techniques grounded in Common Core standards.
- Building Knowledge: faculty and staff engage in discussions, collaborations, and/or presentations regarding new, research-based strategies and techniques as they apply to specific grades and/or content areas.
- Translating into Practice: faculty and staff give classroom demonstrations and collect data and evidence related to strategy/technique implementation.
- Reflecting: faculty and staff practice self-evaluation and/or peer feedback sessions regarding strategy/technique implementation; practice is refined according to self-reflection, feedback, and data collection.
- Building Capacity: faculty and staff engage in collaborative, collegial process to educate peers about the strategy/technique while looking for opportunities to expand and evolve the strategy/technique.