Tuesday, March 1, 2011

Making the Case

How to Make the Case for Teacher Learning Time

• Be prepared to find new ways of using existing resources, such as time and personnel.

• Keep and display time logs that indicate how time is spent (and how so little of it is typically spent on professional learning).

• Be flexible and even creative in how to think about schedules.

• Be willing to make trade‐offs in order to gain what is really wanted.

• Be clear about the connection between teacher learning and improvements in student learning.

• Be prepared with Plans B and C if Plan A doesn't work.

• Have a compelling purpose for using the time that doesn't exist.

• Cite the research (latest is Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad, www.nsdc.org)

• Have a plan for the learning time.

• Show results of learning (journal, portfolio, blogs, emails, etc.)

• Begin with an estimate of how much time you'll need for professional learning (examining student work, analyzing assessments, planning lessons, doing lesson study, coaching, etc.).

• Emphasize that PLC time is NOT for planning, personal activities, returning phone calls, having a regular meeting, copying, assembling materials, grading, etc.

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