Empowering Educators Through Effective Professional Learning
In EDLD 5389, we explored what it really means to lead professional learning that works — not just check-the-box trainings, but meaningful, ongoing support that helps teachers grow and students succeed. This course challenged us to rethink traditional PD and instead focus on models that are active, collaborative, and connected to real classroom needs.
One of the biggest takeaways for me was how important it is to move from “sit and get” to “go and show” — giving teachers space to try, reflect, and grow. Throughout the course, I created a call-to-action project aimed at helping my own school shift toward more purposeful and impactful learning experiences for educators.
This section outlines the research-based planning process for creating an alternative, innovative professional learning model. It details the goals, structure, and key components of the PL plan, grounded in best practices, the five principles of effective PD, and aligned with campus priorities.
This section outlines the research-based planning process for creating an alternative, innovative professional learning model. It details the goals, structure, and key components of the PL plan, grounded in best practices and aligned with campus priorities.
This final compilation page brings together all components of the PL strategy into a cohesive, actionable resource. It serves as a guide for campus leaders and instructional staff to implement, monitor, and sustain impactful professional learning.
A reflective piece that documents my contributions to my own learning and to the collaborative learning community in this course. It highlights the importance of teamwork, feedback, and self-assessment as part of professional growth.
"We can't expect teachers to transform student learning until we transform how teachers learn."
— Adapted from Linda Darling-Hammond
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