Standard for Professional Learning Implications

Learning Communities: Professional

learning that increases educator
effectiveness and results for all students
occurs within learning communities
committed to continuous improvement,
collective responsibility and goal alignment
(Learning Forward, p. 2, 2014).
1. Have learning communities been
established in the school? If so,
how are they separated? Content
area teams, vertical alignment
teams, etc.?
2. If learning communities have not
been established, how will the
professional development facilitator
establish these learning
communities for the purpose of this
and future professional
development?
Leadership: Professional learning that
increases educator effectiveness and
results for all students requires skillful
leaders who develop capacity, advocate,
and create support systems for
professional learning (Learning Forward,
p. 2, 2014).
1. Who is leading this professional
development? Is this leader
someone the staff knows and is
familiar with, or is it a newcomer? If
it is a newcomer, how will the
newcomer gain the trust and
respect of the staff prior to having
them participate in the professional
learning?
2. What supports has this leader put in
place for after the professional
development so that the staff can
follow up with questions?
Resources: Professional learning that
increases educator effectiveness and
results for all students requires prioritizing,
monitoring, and coordinating resources for
educator learning (Learning Forward, p. 2,
2014).
1. What resources have been selected
for this professional development?
Are these resources tailored
towards specific content areas?
2. If resources are not tailored towards
specific content areas, what steps is
the leader taking to ensure that the
staff feels that this professional
development is relative to their
teaching practice?
Data: Professional learning that increases
educator effectiveness and results for all
students uses a variety of sources and
types of student, educator, and system
data to plan, assess, and evaluate
professional learning (Learning Forward,
p. 2, 2014).
1. What data tells us that this
professional development is
necessary?
2. How will the data be presented to
the staff?
Learning Designs: Professional learning
that increases educator effectiveness and
results for all students integrates theories,
1. What learning strategy is being
used by the presenter to ensure
that the different needs of all
research, and models of human learning to
achieve its intended outcomes (Learning
Forward, p. 2, 2014).
participants are being met?
2. What is the intended outcome of
this professional development?
Implementation: Professional learning that
increases educator effectiveness and
results for all students applies research on
change and sustains support for
implementation of professional learning for
long term change (Learning Forward, p. 2,
2014).
1. How will the information presented
in this professional development
prove to teachers that this new
learning will impact change in his or
her students?
2. How will teachers be supported
after this professional development
session? Will there be additional
professional development as a
follow up or continuation of this
one?
Outcomes: Professional learning that
increases educator effectiveness and
results for all students aligns its outcomes
with educator performance and student
curriculum standards (Learning Forward,
p. 2, 2014).
1. How is this professional learning
going to assist teachers in meeting
their goals for their evaluation
standards?
2. How is this professional learning
going to increase the ability of the
instructor to help his or her students
meet the goals outlined in the state
standards?