“Inspired to Learn and Other Lessons from Kansas Stories”

By Vicki Bechard, LFKS Secretary

The videos are completed.  The series, Inspired to Learn:  Kansas Stories, is ready for use.  We are proud of the product, but the journey was more than an end point. What did we learn in this process?  From the beginning this has been a learning journey filled with hope, joy, frustration, perseverance, and pride.  We have been inspired by those we interviewed, and those who were willing to let us peek into their professional learning experiences. We have been energized by the convictions and expertise of these Kansas educators. Our own learning and passion have been reignited.  The “we” in this blog represents Dayna Richardson (LFKS Executive Director) and me - partners, colleagues and friends in this journey.  A year after we intended to be done, here is a glimpse of our story…

The journey of Inspired to Learn:  Kansas Stories is much like a school year – only longer.  We began with a vision in the application process 4 years ago, and started with so much hope, excitement and energy once we received this 3 year grant just like the first day of school.  Our “classroom” was filled with unknowns, dreams that needed direction, and the desire to acquire skills and support to make those dreams a reality.

Transforming professional learning was our focus in Learning Forward Kansas as we rebooted our organization.  As LFKS reached out to educators across the state, we continued to hear, “But what does it look like in my school?”  This driving question became the trigger for LFKS to apply for the Learning Forward Affiliate Grant in 2015.  The Kansas State Board of Education approved the Standards for Professional Learning in 2012, but few schools knew about this, much less utilized the standards to improve their instructional practice.  Our vision was to do something different:  to create a video series featuring Kansas educators that could be a resource to schools and educators who were seeking to improve their professional learning experiences.  Our purpose was to facilitate their understanding so our initial plan was to create a video on each of the Standards of Professional Learning, plus one on the process of change. 

Every educator begins their school year with a vision and a plan to support that vision.  But the needs of the students often alter those plans.  Our experience with the video series was very similar.  Once we received the grant, our thoughts began to shift into a different direction based on continued discussions and observations from the field.  Educators didn’t need another resource defining the Standards for Professional Learning.  They wanted something to help them use and implement them.  After discussing our new understanding with our LFKS board, several Kansas educational leaders, and our support group from Learning Forward, we realized that we must create something that was useful, modeled effective professional learning, and helped guide educational leaders to use the Standards of Professional Learning collectively, not individually.  Silos were a thing of the past.  We soon came to realize, we are better together.

Kansas has a wide range of school sizes, strengths, and needs.  One size does not fit all for learning in the classroom, with the faculty, or from one school to the next.  What effective professional learning looks like in an urban school is vastly different than a small rural school hundreds of miles from a large city.  Regardless of the differences in resources, delivery methods, or personnel, the goal remains the same:  every educator wants to use effective instructional practices that lead to student success.  And to that end, all educators are inspired to learn, and want to know “What does that look like in my school?”

Our Work:  Inspiration, Listening, People, Collaboration, Time and Feedback (repeat 5 times)

When we listen to the learners, our instruction becomes more focused on the needs of that learner.  Sometimes what we believe to be the best way to learn may not be the best method for the learner.  With that understanding comes revision and a renewed focus on the purpose of our work.  What is the learning goal?  How will we get there?

Our first video attempt was too long and lacked clear focus.  We got some tough feedback from a supportive organization of educators.  We swallowed hard but we listened and started again.  We realized we had failed to establish the WHY and convey that what we were doing was important – not just to us – but to all Kansas educators aspiring to improve teaching and learning.  It wasn’t enough to have great sound bites from great educators; we had to weave a meaningful message of the importance of effective professional learning.  Our learners spoke to us and we listened.  Those plans we made when “school started” were put aside and reworked with a renewed focus on the learner’s needs.

Since Lois Brown Easton’s article, “The Why, How, and What of Professional Learning,” appeared in Learning Forward’s Tools for Learning Schools in 2012, we have focused on the importance of establishing the “why” in everything we do and within every learning opportunity LFKS offers.  Further study of Simon Sinek’s work (which was the basis for Easton’s article), strengthened our belief in ensuring that establishing the why is the first and most important step to effectively change one’s practice.  This understanding and the feedback we received led us to the realization that our first video attempt lacked the WHY and subsequently required a major revision. Going forward, this philosophy guided everything we did and led to how the Inspired to Learn:  Kansas Stories video series was organized. 

Lesson plans and learning goals continue to evolve during a school year, and the same thing happened in our video experience.  Once the first video was completed, the second video seemed easier to do.  We saw that educational leaders believed that professional learning was important but too many were relying on one-size-fits-all or sit and get sessions that just weren’t engaging, meaningful or relevant.  That lead us to - What does effective professional learning look like…. in Kansas schools?  Once we conveyed this message in video two, the questions began to shift – How does this work? How do we plan?  How do we engage staff?  How do we promote collaboration that changes practice and leads to student success?  Understanding why is critical.  Clarify what is important.  But how is the vehicle that takes us from knowing to doing. 

As a result, the rest of the videos revolved around how effective professional learning is achieved from multiple perspectives, using a wide variety of strategies.  As a teacher would personalize learning experiences for students in his/her classroom, our focus was fine-tuned, and the video series took shape.  We needed more interviews, different questions, and more examples of effective professional learning to feature in these how videos.  Sometimes learning and progress is messy as educators will tell you.  We also felt these same growing pains.  Confusion reigned sometimes as we watched draft videos over and over causing pictures and words to seemingly swim together.  Cutting footage typically came from asking ourselves to revisit our purpose for the video we were watching.  Did this comment or picture fit? Does it help tell the story?

One of our greatest aha’s was when we went together to film in a small 1A school in south central Kansas where educators were excited about project based learning and making learning relevant and engaging.  We discovered them when they presented with their students at the KSDE conference the previous fall.  How could we use their energy?  Their passion inspired us.  Their humility was revealed in their desire to simply do what was best for kids and credit each other for their success.  How could we bottle their success to be shared with others?  To that end, our questions to them weren’t about the project based learning itself, but focused on how they made this work.  What professional learning had to happen to get it started and more importantly, sustain this work at such a high level?  What lessons could they share with others on what to do and what to avoid? How did leaders support and facilitate their work? We started to understand the importance of HOW and the need to share this with our fellow Kansas educators.

If we were to do a “walkthrough” of our “classroom” one would see engaging lessons, modeling of effective professional learning, and a variety of learning strategies (protocols) that meet learners where they are.  One would see collaboration and deep conversations around thought-provoking questions.  One would see experts discussing their beliefs, experiences, successes and challenges.  Learning would be happening before, during and after viewing the video utilizing protocols in the accompanying facilitation guides. And one would see the learners taking this information and adapting it for use in their own work.  The initiatives that schools undertake are designed to meet the needs of their students so the examples in the videos are there for consideration and not intended to be the only answer.  Our intent for this video series was to spark real professional learning, where educators turn theory into action, or as we like to say, to go from knowing to doing.

When the culture in a classroom, building or district becomes focused on growth and success for ALL, and is supported through every action, and every professional learning opportunity, students win.  Our purpose in creating these videos was to support these efforts as schools and educators evolve.  Just like educators believe that everyone can learn given the opportunity, resources and sufficient time, this video series was created in the same way. 

Our Journey Continues.  It was a 3 year grant, but it took 4 years to complete.  Life happens in the middle of our plans sometimes, and we make adjustments.  We couldn’t have done this without the willingness of Kansas educators to share their experiences on camera or let us be a part of their school’s professional learning sessions.  We also relied heavily on the support and feedback of Kansas educators that we knew well and others that we befriended during this process.  Our technical support was second to none and allowed our dream to become a reality.  But without the dream, backed by the grant received from the Learning Forward Foundation, none of this would have happened.  Again our video series journey parallels the classroom experience.  Support matters.  Resources matter.  People matter.  

Our journey comes to an end during May, much like a school year.  It has taken us from knowing to doing, and while we are happy to rest a bit, we recognize we have much more to do.  Our future work, as we look to the next school year, will benefit from the valuable lessons learned firsthand that we are #BetterTogether.  Join us as we continue Learning Forward. 

Click here to learn more about the video series.

Redesign – The Courage to Leave the Shore to Make Our Best Better

 February 13, 2018

By Vicki Bechard,
Secretary LFKS

REDESIGN:  We hear this word in every educational conversation around Kansas.  It is at the heart of the state accreditation process (KESA), and the “WHY” behind the Mercury7 and Gemini initiatives involving Kansas Schools.  We also hear, “What is Redesign?”  Even when the Commissioner of Education speaks he is careful to use examples of redesign in the real world, but does not specifically paint a picture of what that might look like in schools.  I believe this is intentional because if he did say "THIS is redesign" (insert your own initiative example) – that’s what many schools will race to duplicate.  So how might we attempt to clarify redesign and the role professional learning plays in the redesign process?

Meriam-Webster defines redesign as “a revision in appearance, function or content.”  Right click on redesign and find synonyms that further clarify what this might look like:  reshape, reform, rewrite, restructure, reformat, remake….in other words, indicating one must do something differently.  But redesign without purpose puts us out to sea, adrift without a destination or map to guide our sails.  That’s probably OK for a relaxing weekend getaway if we had plenty of supplies and a way to get home, but would not serve us well as the primary strategy to lead our schools and districts. 

Redesign possibilities are endless and this is not a blog about what options schools have.  In reality, where we go and what we do is dependent on the needs we uncover and the direction we want to head.  The questions we ask drive the answers we seek:  What is best for OUR students?  How can we be better educators and learners?  What do we need to do differently to give our kids the best opportunities?  What will make our best even better?

The WHY behind our redesign initiatives provides purpose and helps identify what will benefit us most as we set sail on the journey that will lead us to our destination (goal).  It tells us what to pack; what type of crew and skills will be needed; how to anticipate and navigate choppy waters; and what our destination will be.   To determine the WHY we need to examine the data to ensure our destination is sound and doable.  Data also tells us what resources we will need in terms of the vehicle we use, manpower, fuel, food, and supplies.  Surveying our crew with a needs assessment of sorts will indicate the knowledge, skills, and resources we have and what we will want to acquire, develop and utilize throughout our journey.  Studying the long term course we’ve mapped out, both prior to and during our journey, will help us target potential issues so that we are prepared to tackle them, make adjustments, and continue toward our destination.  Finally we must ensure that we know the outcome:  what it will look like when we reach our destination and whether it has been beneficial to our purpose.

Professional learning will be critical to this journey.  The standards that guide our actions can be seen in every aspect of our work.  We will see them as we gather to examine and study the data before, during, and after the trip (Learning Communities & Data).  We will find them in the leadership that plans, supports, and captains this journey (Leadership).  We will see it in action as it pinpoints our focus when designing and determining the type and frequency of the learning we need to acquire the necessary skills and how to apply them successfully in our journey (Learning Designs).  They will take the form of adequate and timely resources to support our journey as we try, revise, and try again to perfect our knowledge and skills for this journey (Resources & Implementation).  And they will be seen in the results as we determine if our goals have been achieved and reflect on how we might improve the process as our journey continues to the next destination (Outcomes).  As you may notice, the aforementioned examples underscore our premise that the Standards for Professional Learning are the framework that shapes our work throughout the redesign process.  LFKS encourages all educators to be intentional about ensuring that our work includes all of the Standards, for if we omit even one, we will more than likely not arrive at our destination as we intended.

Those who attended the recently completed LFKS Annual Conference experienced firsthand the many possibilities of redesign and heard from a wide range of practitioners on what that might look like.  In all cases we also heard how important the role effective professional learning plays into successful implementation of whatever initiative we choose to pursue.  This journey is one of promise, but will also include more than a few adjustments to our sails.  Redesign is scary and exciting at the same time, so first we must prepare for our journey so that we may leave the safety of the harbor and seek new destinations to broaden our horizons.  The reality is that what we have done up until now may have been our best work, but the future requires that we look differently at how and what students learn. 

Simply put, redesign is seeking new ways to make our best even better as we do what’s best for kids.  

As you contemplate redesign, we are eager to learn where you will go and why that journey is what’s best for your school.  Even though the metaphor for change and redesign at the state level is the space program, our sailing metaphor serves the same purpose.  The wisdom of Winston Churchill continues to inspire our redesign efforts whether we are referring to rockets flying into space or boats sailing to new horizons, “If you want to discover new oceans, you must first have the courage to leave the shore.”  

Possibilities await.  How can LFKS support you in your redesign efforts?

Living the Dream of Effective Professional Learning: Making it Happen

March 13, 2017

By Vicki Bechard, Secretary LFKS

A year and a half ago, as we began the grant process, we were wondering how (maybe even IF) the dream of creating videos using Kansas examples to illustrate effective and meaningful professional learning would come together.  Everything was in future tense… Hopes, dreams, predictions, possibilities…  And now we are Living the Dream and have two videos completed and ready for use. 

The second and most recent video, What is Professional Learning, digs into the components, beliefs, and actions that comprise effective professional learning.  Kansas educators share their stories to underscore and illustrate the actions that lead to a quality professional learning experience rich with engagement and meaning.  I was inspired by the many educators we interviewed or observed.  I could feel their passion and commitment to this effort.  They truly believe in quality professional learning, and most importantly, they are walking their talk, putting those beliefs into actions.  I can’t wait for others to see it, use it, and transform professional learning for themselves and in their buildings! You can view both videos and accompanying resources on our website at this link.

So for a few moments, celebrate with us the progress of our work… and then know that we will quickly get back to work to make the next part of our dream happen.

Back in November, as we completed the first video on Why Professional Learning Matters, I wrote about the process of taking the skills and abilities we had, or of people we knew, and combining them, along with the many new things we had to learn, into a team effort to produce the first video.  Dream Big…and find a way to make it happen seemed to become our mantra.  Now as the second video is a wrap, I think about how much we have learned, and how many educators have become integral parts of our collaborative effort.   I can’t say enough about the work of our team to make this dream a reality and I marvel at how much we have accomplished.  Creating these videos has truly been effective professional learning in action. 

In reality, this was a prime example of the ups and downs of a project based learning experience.  It may parallel some professional learning experiences too.  Often we think too much about what we don’t know or don’t have instead of looking first for what we can do.  At no time did we sit in a workshop or classroom and sit through a power point presentation on how to do the videos.  We did spend lots of time collaborating, researching, asking questions, brainstorming, clarifying our vision, collecting data, refocusing, editing, and seeking feedback. We went back to the drawing board quite often. We did very little of our work in a face to face setting.  We used an online platform for sharing information, working collaboratively, editing, and storing our work.  Very long phone calls played a large role in our planning too. The point is, if we would have focused on what we didn’t know or didn’t have, we wouldn’t have accomplished this much. If we would have only worked on the days we were able to meet face to face, we wouldn’t have one video completed at this time, much less two.  Dream Big…and find a way to make it happen.

As I continue to reflect on the last year or so, I also realize that the dream has become even bigger, which means we have much more we want to accomplish as we seek to create quality professional learning experiences that lead to action and transform practices for every educator.  The next videos will focus on the “How” of effective professional learning, highlighting different ways to affect our practice and ultimately student success.  One size doesn’t fit all in the classroom or professional learning, so the “how” may change but the goals still remain the same.  This happened throughout our experience.  A single thought seemed to spark other new ideas, and we revised our plan accordingly with new "hows" that still achieved our goals.  New questions also arose like, “How might we continue this work after the grant runs out?”  Dream Big… and find a way to make it happen.

The challenge for us now is to identify more Kansas exemplars that we can feature in future videos. To make that happen, we want your help.  We are looking for educators or school leaders who can share their expertise and show that it can be done here – in Kansas – in tough economic times - in big schools or small. 

Some may be hesitant to offer or volunteer because they don’t feel deserving.  We realize that most school teams or initiatives are works in progress, but we want to highlight those who are using best practices or trying new strategies to improve the quality of their professional learning experiences and subsequent implementation of school or classroom goals.  It doesn’t have to be perfect.  So, as the saying goes, “If you see something, say something!”  Please share with us great examples of implementation, processing, or teamwork that you see being used in your school or in your neighbor’s school.  We would especially love to hear from schools or teams that are focusing on teacher rounds, looking at student work, feedback for growth, collaboration, using data, and more.  We have Big Dreams and we want your help to make them happen!

Learning Forward Kansas is here to support Kansas educators in their dreams of effective professional learning and excellent teaching and learning every day.  We have resources on the website, learning opportunities to attend, and ideas to share through social media. We continue to grow and evolve in our own areas of expertise.  We invite you to join us on this professional learning journey.  How may LFKS support you as you Dream Big…and find a way to make it happen!

Creating a Championship Culture: What Do the Leaders Do?

By Vicki Bechard, 
LFKS Secretary

Many of us (myself included) have spent the last few weeks staying up late, watching and cheering as our boys in blue (Royal blue that is) scratched and clawed their way to a World Series Championship.  They are at the top of their game.  The fans have been swept up in the excitement and marvel at what they can accomplish both individually and together as a team.  Most of us just watch the ball.  However, since I’m an old coach, so I also like to think about how they got there.  And because I’m a teacher at heart, I also wonder what lessons educators can take from these boys of summer (and fall!). 

In my most recent personal blog, I wrote about the lessons we could learn from the Royals’ journey to the 2015 championship.  I cited 3 lessons, although I probably could have cited 30.  There were so many teachable moments as we witnessed the players taking advantage of tiny cracks in the opponents’ armor, making amazing defensive plays, and banging out clutch hits as they “kept the line moving.” But for this blog, my question is not about what we saw on the surface, it is about things generally unseen by fans or media.  The most compelling question for me is, “What did the leaders do?”

Communicating and Implementing the Vision.  As we celebrated with more Facebook posts, tweets, pictures, and articles than I could count, I loved reading about how we got there.  There was indeed a plan…. In fact, a long term plan….that guided the many decisions that were made both on and off the field over the past few years.  It wasn’t by accident that this team was successful and is now in a position to be successful for years to come.  It started with General Manager Dayton Moore creating and clarifying a vision to develop a championship culture.  From that beginning he made many moves, not as fast as some would have liked, but he built the Royals team that we see today coach by coach, player by player, and trade by trade. There was no magic bullet or quick fix.  Everyone had to buy in and commit to the long haul.  Even the team owner had to finally demonstrate his full commitment by adding more money to the salary pool so they had the necessary resources at their disposal to realize the vision.  

The Royals rise to success focused on people first.  As Jim Collins, author of Good to Great and other leadership books, writes, “Great vision without great people is irrelevant.”  They analyzed data (player performances) but more importantly focused on the people behind those numbers.  In a recent Yahoo Sports article, author Jeff Passan illustrated how the Royals General Manager understands the value of the people in developing a championship culture when he quoted Moore as saying it was important 

“to focus on people, trust them and bask in their success.”   

When we want to affect change, taking care of the people must be a top priority.  Many of the change models we have studied in Learning Forward’s Educational Leadership Program (ELP) stress the importance of understanding the needs and strengths of the stakeholders.   How are we involving and nurturing the teachers in our schools as we implement change that leads to excellent teaching and learning?

Another key leader in the Royals success was manager Ned Yost.  Much maligned early in his tenure in Kansas City, and even down the stretch for some on the field strategic decisions, Yost is a skilled communicator of his philosophy.  He also has learned to trust his players and coaches to make good decisions – built on the purposeful work and preparation that happens in spring training, before games, and during the off-season.  He has made adjustments in his managerial style that paid dividends with the Royals.  Yost, quoted by Milwaukee Journal Sentinel writer Tim Haudricort in an October 2014 article, says, 

"I've learned to let my players be themselves. I'm every bit as patient as I was (in Milwaukee). Because I have great coaches, I think I listen a lot more than I did back then. I was pretty hard-headed. I'm a little more flexible now." 

This shift in his own perspective and behavior helped turn the tide for the improving Royals.  His understanding of his players created loyalty from those players and a family-like culture where they support each other and believe they can overcome any obstacle, which has led to this year’s wildly successful season when most picked them to be at home watching the playoffs on TV.  We take away from Ned and his staff the importance of communication and trust, and the benefits of self-reflection.  Leaders develop a culture of success by their believing in their people, communicating their vision and assessing their own performance as well.  When you reflect on your performance as a leader, are you looking at only the results or the process too?

Effective leadership develops capacity, advocates, and creates support systems.  The Royals organization is a model of this type of leadership.  Consider all the “home grown” talent that makes up the majority of the Royals’ roster.  They have developed capacity and provided support for these young players that have led to quality skill development, can-do attitudes, and championship thinking.  How are you developing the capacity of your educators in your school or district to achieve the goal of excellent teaching and learning every day? 

Leadership matters in every organization.  We are in the business of school and the leadership affects every aspect of the school.  In order to create and implement a plan, leaders must effectively communicate the vision and ensure that decisions are made that align to the intent of the plan.  Leadership matters as we plan professional learning opportunities that provide understanding and support of the change initiatives.  Gone are the days where stand-alone staff development days consisting of sit-and-get activities are considered effective ways to positively impact professional learning.  In what ways is your school moving past these one and done silos of learning toward more personalized learning for individuals and/or small groups?  How are we addressing the learning needs of the faculty?

Three of the Standards of Professional Learning really stand out when considering the Royals’ rise to success:  Leadership, Resources and Learning Communities.  By developing capacity, prioritizing and coordinating resources, and engaging in continuous improvement, organizations such as the Royals, and more importantly your school, can develop collective responsibility and achieve the outcomes set forth in the road map for success.

As you reflect on your own leadership journey, consider some or all of the following questions:

·         How effectively are you communicating the vision? 

·         Have you surrounded yourself with quality teammates and listened to what they have to offer? 

·         How are you building the capacity of those with whom you work and/or supervise to achieve excellent teaching and learning every day?

·         How are you creating and sustaining a culture of success in your school?  

Consider the kind and quality of leadership that put together this group of Royals players who had the talent, the heart, and the commitment to succeed, and then let them play.  What would teaching and learning look like if Kansas schools did it the Royals’ way?

The Case for Effective Collaboration

By Vicki Bechard,
LFKS Secretary

Last week, at the suggestion of one of our board members, Learning Forward Kansas began posting daily pictures on social media that reflected the importance of collaboration.  We know through research and experience that, alone, we are not as effective as we are together.  What we learn from others strengthens our own understanding and provides us with perspectives we may not otherwise have considered.  We find the support and feedback we receive from collaborative colleagues to be relevant and useful rather than evaluative.  We struck a chord with many who “liked” and "favored" our posts and realized that these daily posts may have sparked more conversation about the value of collaboration.

Collaboration can be found in each one of the Standards of Professional Learning.  As a part of Learning Communities, collaborative groups help us develop collective responsibility and engage in continuous improvement through the discussions we have on our practice and student results.  Leadership is encouraged through collaborative efforts between building leaders and educators as well providing a setting to build the capacity for learning and leading.  The ideas and strategies we gain from our colleagues in a collaborative setting provide us with more Resources for our tool box.  In collaborative sessions, we examine both instructional and student Data to determine progress toward achieving desired learning goals, as well as evaluate the effectiveness of professional learning.  This information helps us plan for future learning and instruction.  Collaboration can be an important part of Learning Designs as we plan and engage in strategies to promote engagement and deep understanding of the intended outcomes.  Implementation requires that we practice the identified strategies and receive the necessary support and feedback that a collaborative group can provide.  Finally, as Outcomes are aligned between professional learning and student curriculum standards, the collaborative group can address gaps and overlaps and build coherence to meet performance standards.

How are you using collaboration to increase effectiveness?  How might you improve the use of collaboration to build trust, promote engagement and collective responsibility, offer more support and feedback, or build capacity?  As you evaluate the effectiveness of the implementation of identified changes in your district or school, consider the role of collaboration as you currently use it, and how you might use it in the future, as a vehicle that helps transform teaching and learning.

Excellent Teaching and Learning Every Day

By Vicki Bechard

Secretary, LFKS

Wouldn't you want to work in or have your own children learn in a school that practices excellent teaching and learning every day in every classroom?  This is the new vision from Learning Forward that emphasizes the teaching and learning for the adults. What if we also understand that the adult teaching and learning leads to excellent student learning?  This vision clearly states what all educators, parents, and community members want for their school.  So if this is what we want, then what would that look like? 

Schools ask, “How do we get and sustain this in every classroom of the building?”  Educators ask, “What I do I have to do?” Excellent teaching and learning begins with effective Professional Learning. 

The Standards for Professional Learning provide a framework for implementing and sustaining any initiative, including the vision of excellent teaching and learning every day.  Creating a culture of learning in the school for all adults begins the journey toward achieving this vision of excellence.  When adults practice continuous learning and transfer their own learning to improve their instruction, we get excellent student learning and success.

Excellent teaching isn't accomplished in a one day, sit and get, professional learning session.  It comprises new learning, or learning how to use existing knowledge in a different way.  It occurs during practice and after mistakes.  It occurs after feedback and support through the implementation process.

Success for all educators…  Consider:

·         How do we provide & support new learning?

·         How do we support implementation?

·         How do we demonstrate learning?

·         How do we extend learning?

Always Remember….

·         To have conversations about what was learned and how it worked during practice, after the learning, before moving onto the next topic or issue.

·         To connect Professional Learning to student results.

·         That excellent adult learning leads to excellent teaching which leads to excellent student learning and success.

Stay tuned for more posts on achieving the vision of Excellent Teaching and Learning Every Day!