![]() How has the curriculum field evolved since the last iteration of Learning Forward’s Standards for Professional Learning, and what does this mean for educators? The focus is on the content students are learning, the teachers who are conveying that content, and the resources, supports, and strategies guiding instructional choices. That’s why the instructional core (Elmore, 2008) is now placed directly into the Curriculum, Instruction, and Assessment standard. Including curriculum, assessment, and instruction as integral to professional learning matters more now than in the past, given where we are with our understanding of the role instructional materials play in preparing all kids for college and career. Standards for Professional Learning help answer two interrelated questions: What does it look like to build a system that ensures teachers are able to learn from each other to do their best work and therefore put student learning first? And what does it take to invest in professional learning for adults - not just financially, but in terms of capacity? ![]() Professional learning standards support educators, districts, and states to understand how teachers should learn and grow in the profession and best practices for helping them develop that knowledge. ![]() Why are professional learning standards, especially those tied to curriculum, assessment, and instruction, important for student learning and success?Īcademic standards allow us to be clear about what a student needs to know and be able to do. Hirsch explained how the curriculum field has changed over the past decade, how that informed the new standards, and how educators can get access to the resources they deserve. Hirsch shared his thoughts on the importance of content in professional learning standards with Jess Barrow, EdReports managing editor. We see professional learning as a critical factor for achieving the full potential of high-quality curriculum and instructional materials.ĮdReports’ executive director, Eric Hirsch, has been involved with multiple revisions of Learning Forward’s Standards for Professional Learning, most recently as a Standards Advisory Council member for the recent fourth iteration. We also partner with districts and states to encourage best practices for curriculum adoption and implementation. Since 2015, EdReports has provided independent reviews of K-12 instructional materials to support educators to identify, select, and demand the highest-quality curriculum. This shift aligns closely with the work of our organization, EdReports. 58.) This shift reflects the current landscape of academic standards, available high-quality instructional materials, and the wealth of research that indicates the impact of quality content in the hands of great educators. The recently revised version of Standards for Professional Learning (Learning Forward, 2022) includes an important shift toward centering rigorous content for each student, including a foundational focus on curriculum, assessment, and instruction. Learning Forward, which since 1994 has created and supported the use of comprehensive professional learning standards, is encouraging education leaders to change the longstanding pattern of ignoring curriculum and instead put curriculum at the center of teacher learning and support. This is shocking, considering the improvements curriculum developers have been making to instructional materials in recent years and the fact that teachers need support to leverage that content. Nearly a third of teachers have access to less than five hours of curriculum-related professional learning per year, and a quarter of teachers say they have no access to such learning at all (Doan et. One part of the problem is that teachers have few opportunities to learn about and practice with curriculum even when their districts have selected high-quality materials. Curriculum is an essential but often underemphasized factor in quality teaching and student learning. ![]()
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