Examining Professional Practice
Welcome to the first edition of "Examining Professional Practice," a companion publication to "Teaching and Learning with the Common Core." It is our hope that this publication will deepen the discourse about educational practice by surfacing and addressing key questions raised in the field, and providing resources to support related learning. It is our intention to honor what educators know, encourage reflection on that which we need to continue to ponder, and promote continuous growth. You are invited to participate in ongoing conversations about these and other important topics in education by joining other educators on our Ning.
Finally, we would like to take this opportunity to wish you all a happy and healthy holiday season.
Giselle Martin-Kniep and Joanne Picone-Zocchia
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Responding to Professional Evaluation
by Joanne Picone-Zocchia
 Attention to teaching and school leadership practices is at a definite high these days, especially if you are racing to the top, or planning to join the race. How we, as a profession, respond to this attention - the questions we allow to drive us, and the contexts that we create for conversations around professional practice - will greatly determine the extent to which this attention moves us forward and supports us as a profession.
A focus on professional practices and their connections to learning appears to be a rational and meaningful process whose time has more than come. Research has shown clear and direct connections between teacher practice and student learning, and has also tied principal practices to student achievement (Miller, K, 2003; Seashore Louis, Leithwood, Wahlstrom, Anderson et al., 2010; Waters, Marzano and McNulty, 2003). In the face of this, it is difficult not to be interested in the potential inherent in examining, improving and deepening professional practice. (read more) |
Suggested resources to promote thoughtful discourse on professional practice:
Discussion Guide: Wallace/NASBE Book: Changing the Way You Teach; Improving the Way Students Learn Research: Balanced Leadership |
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Learner-Centered Initiatives, Ltd.(LCI) and Communities for Learning
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