Professional Learning Experiences

Learning Compass, as a leader in the field of professional learning, has examined current practices in training, professional development, workshops, and courses. As a result we have found what the best practice research tells us in regards to effecting teacher knowledge, belief, and practice leading to heightened student achievement and positive outcomes.

The new focus needs to be on learning instead of teaching for adults as well as students (Smilmstein, 2003). Curtis and Carter (2008) believe that “teaching strategies should flow from consciously defined belief systems, not a set of regulations, a series of activity books, or a bag of tricks” (p.4). Perhaps considering a teacher’s personal connection to professional development may be important when designing teacher development.

Our professional learning experience design includes knowledge, experiential activities, and personal opportunities for reflection to transfer learning, intended to influence the implementation of new strategies and practices in the classroom environment.

Concept of “flow”: “the state which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it…”        –Mihaly Csikszentmihalyi

Take time to click on this link to read an article called “It Takes TIME” written for District Administrator in March 2002. Although the article was published nine years ago with a focus on the strategies for job-embedded teacher training as a response to decreased or eliminated funding the recommended strategies are still applicable today. Yet administrators still struggle with understanding this focus. Our company, Learning Compass which provides professional learning experiences and teacher development training, was founded to provide training solutions to school districts. I was struck by how many of the 20 listed recommendations we address in our scope of services.

In today’s educational climate we need to continue to create an understanding of how teacher training, staff development, and professional development are a thing of the past. To reach building capacity levels in our schools and districts today, we need to shift our mindset to professional learning that is ongoing and purposeful with coaching and school-level support to truly make a difference.