Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning.
At the school:
Professional learning is inquiry-based and responsive to student assessment data.
School leaders are engaged in professional learning with staff.
Conditions (e.g. time to meet and talk, common planning time) that promote collaborative learning cultures are established.
School leaders regularly visit all classrooms to engage in ongoing inquiry regarding effective instructional practices and how to increase their impact on student learning.
School leaders seek out relevant professional learning and resources (e.g., curriculum and resource documents, webcasts, monographs, podcasts, ministry websites, institutes, conferences, etc.) to support educators.
Evidence of student learning (e.g., writing samples, mathematical representations of thinking, running records, class profiles) is shared as a catalyst for professional dialogue.
Professional dialogue, based on research literature and learning in the field, supports the use of consistent language and practices.
In the classroom:
Knowledge and effective evidence-based instructional practices are shared (e.g., through co-planning, co-teaching, mentoring, inquiry and coaching).
Risk-taking is demonstrated by trying new instructional practices and strategies.
Consistent language and practices (e.g., use of graphic organizers, Bansho) are modelled across classrooms.
Articulate how instructional practices support their learning (e.g. how technology helps them extend their ideas and challenges their thinking).
Use common processes and terminology in and across classrooms, as modelled by educators.