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CP 36: Leading Professional Learning

Created By

EL Education

Topic

  • Core Resources about EL Education

Type

Guidance Documents

School leaders using the EL Education model respect teachers and other staff members as creative agents in their classrooms and as professionals continually seeking to improve their craft. The EL Education model supports leaders to demonstrate a growth mindset and a commitment to continuous professional learning in themselves and all faculty members. School leaders build capacity in teachers in order to improve student achievement and to sustain teacher commitment, motivation, retention, and performance. Leaders establish and communicate high expectations for learning in the classroom. They conduct classroom learning walks to ask “what’s working?” and use evidence from their observations to inform professional learning, formal coaching cycles, and evaluation systems. They conduct regular walk-through observations to assess whether professional learning is being applied effectively and continually improve professional learning systems to impact student achievement. 

Note: “School leaders” in this section refers to district leaders, principals, instructional coaches and guides, and teachers in leadership roles. “Administrative leaders” refers specifically to principals or leaders in district, executive, or supervisory roles.

Created By

EL Education

Topic

  • Core Resources about EL Education

Type

Guidance Documents

School leaders using the EL Education model respect teachers and other staff members as creative agents in their classrooms and as professionals continually seeking to improve their craft. The EL Education model supports leaders to demonstrate a growth mindset and a commitment to continuous professional learning in themselves and all faculty members. School leaders build capacity in teachers in order to improve student achievement and to sustain teacher commitment, motivation, retention, and performance. Leaders establish and communicate high expectations for learning in the classroom. They conduct classroom learning walks to ask “what’s working?” and use evidence from their observations to inform professional learning, formal coaching cycles, and evaluation systems. They conduct regular walk-through observations to assess whether professional learning is being applied effectively and continually improve professional learning systems to impact student achievement. 

Note: “School leaders” in this section refers to district leaders, principals, instructional coaches and guides, and teachers in leadership roles. “Administrative leaders” refers specifically to principals or leaders in district, executive, or supervisory roles.

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