Professional LearningProvides opportunities for educators to enhance their understanding of how they can help students learn and thrive.
Professional learning allows educators to explore how their teaching and management strategies help students learn and thrive. Professional learning includes workshops and other more traditional types of professional development. But it goes further, engaging educators in ongoing self reflection, peer support, experimentation, and modification of instruction and management practices based on student performance data, student work, and both learning and social behaviors. Through an intensive process of collaborative and job-embedded learning, educators can gain more than content knowledge or technical strategies—they can gain an improved understanding of their own teaching and learning and of the various ways by which students learn. Through this effort, educators also come together as a community of self-developing practitioners.
- From Pre-Fab to Personalized: How Districts Are Retooling Professional Development
A collection of exemplary practices and tools used in districts with successful personalized professional learning, such as tweeting questions, video sharing of practice, community conversations via pages such as edWeb and Voxer.
- Raising the Bar on Instruction
Provides free, high-quality, research-based multimedia resources from nationally recognized content and pedagogy experts, tools for planning and delivering highly effective professional development and consultation to support standards implementation, and opportunities to collaborate, share ideas, and interact with peers and other content and teaching specialists.
- Micro-credentialing and Educational Technology: A Proposed Ethical Taxonomy
Micro-credentialing is a way to acknowledge educators’ completion of professional learning, such as noncredit courses, seminars, and professional portfolios. This collection of resources explores the ways various credentials, including digital badges, are rapidly gaining recognition by institutions of higher education.
- The Instructuctional Practice Guide for the CCSS
A collection of coaching and lesson planning tools to help teachers and those who support teachers make the key shifts in instructional practice required by the CCSS in ELA/Literacy. (Achieve the Core )
- Supporting High Quality-Common Core Mathematics Instruction Chapter (PDF; Posted 03-Jun-2016)
It is evident that substantial professional learning for teachers is needed to successfully implement the CA CCSS for Mathematics. This chapter of the 2013 Mathematics Framework describes the support required to plan and implement effective and efficient mathematics instruction that meets the needs of every student.
- Greatness by Design: Supporting Outstanding Teaching to Sustain a Golden State (PDF; Posted 03-Jun-2016)
This report describes the kind of ongoing training and support teachers need throughout their careers, including how to provide a career development framework that fosters growth and leadership opportunities as well as how to improve the evaluation process, where teachers incorporate valid measures of student learning.
- Digital Chalkboard (Posted 03-Jun-2016)
An online tool where California educators can collaborate through group participation and discussions. It supports sharing access to what works best in California schools and districts. As of the summer of 2014, over 70,000 educational resources have been contributed to the resource libraries by approximately 19,000 California educators.
- California Subject Matter Project
This network of nine discipline-based statewide projects supports ongoing quality professional development. Activities and programs are designed by university faculty, teacher leaders, and teacher practitioners to share current evidence-based instructional practices and strategies leading to increased achievement for all students.
- Implementing High-Quality ELA/Literacy and ELD Instruction: Professional Learning, Leadership, and Program Supports (PDF; Posted 03-Jun-2016)
Chapter 11 of the 2014 ELA/ELD Framework addresses the question, “How can educators best implement the California Common Core State Standards (CA CCSS)?” It provides techniques, tools, and examples of schools as learning communities in which all adults are engaged in the ongoing cycle of learning, reflecting on, and improving their own practice.
- Banking on Our Future
Financial literacy program for students in grades four through twelve. Parents, teachers, or mentors can set up online accounts for students to learn the basics of banking, credit unions, checking and savings accounts, insurance, credit, and investments to become financially responsible.
- Teaching Solutions: Many Ways Up, No Reason to Move Out
(PDF; Updated 27-Jan-2017)
Teachers do not need to move out of the classroom to develop their expertise to solve our schools' most pressing problems, suggests this new model that encourages effective teachers. California teachers provide examples of new professional teaching tracks that align with Greatness by Design (PDF).
- The Teacher Leadership Competencies
(PDF; Posted 02-Jun-2016)
Teachers can blaze new paths in education through building competencies in instructional leadership, policy leadership, and association leadership. By discovering and implementing roles in which teachers extend their knowledge and practices beyond the classroom, teacher retention and student learning also increase.
- Center on Great Teachers and Leaders (MET) Measures of Effective Teaching Project
Is it possible to identify and measure effective teaching? Can educators and researchers pinpoint what works in the classroom? At the end of three years of research, 3,000 teacher volunteers’ overwhelming response was, “Yes!” Learn why multiple measures of effective teaching are so important and find resources and tools to support this approach. Is it possible to identify and measure effective teaching? Can educators and researchers pinpoint what works in the classroom? At the end of three years of research, 3,000 teacher volunteers’ overwhelming response was, “Yes!” Learn why multiple measures of effective teaching are so important and find resources and tools to support this approach.
- Creating a Comprehensive System for Evaluating and Supporting Effective Teaching
The evaluation needs for teachers at the beginning of their careers are quite different that the needs of teachers later in their careers, for example, being considered for a clear credential. This report provides an integrated approach that connects teacher evaluation to a teaching-career continuum with a professional learning system that supports effectiveness for all teachers at every stage of their careers.
- Center on Great Teachers and Leaders
The Center supports state education leaders in their efforts to grow, respect, and retain great teachers and leaders for all students. Based at American Institutes for Research, it provides various types of evaluation models of teachers and leaders.
- California's 2015 State Plan to Ensure Equitable Access to Excellent Educators (PDF; Posted 02-Jun-2016)
This plan details a theory of action and progress toward achieving equitable access to excellent teachers and leaders for all students.
- Patterns, Function and Algebra Learning Math
"Patterns, Functions, and Algebra" explores the "big ideas" in algebraic thinking. The multimedia professional development course consists of 10 sequential two-and-a-half hour sessions that exemplify excellent teaching. The 10th session explores ways to apply the algebraic concepts learned in K–8 classrooms. The five Learning Math college-level courses may be found on the Annenberg Learner Learning Math Web page. Other resources may be found under Teacher Resources .
- Child Abuse Mandated Reporter Training
The goal of the online resource is to provide free training available for mandated child abuse reporters so they may carry out their responsibilities properly.
- A Close Encounter, Through the Writers' Eyes
Part of the New ELA/ELD Framework. This webinar provides insights to the CDE ELA/ELD Framework for California Public Schools from the primary authors.
- Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement
(PDF; Updated 27-Jan-2017)
This is the seminal research report on the importance of professional learning. Its findings indicate that when teachers receive substantial professional development, an average of 49 hours, they can boost their students’ achievement by about 21 percentile points.
- Untapped: Transforming Teacher Leadership to Help Students Succeed
This report provides clear expectations for what teacher leaders should do and strategies to prepare them to do them well. Research findings indicate these approaches improve student learning.
- Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad
(PDF; Posted 26-Jan-2015)
This report reveals the type of high-intensity, job-embedded collaborative professional learning that is most effective and examines information about the nature of successful professional development opportunities in a variety of contexts.
Excerpted from CDE’s External Linking Policy: The CDE is providing these external links only as a convenience, and the inclusion of any external link does not imply endorsement by the CDE or any association with the sites' operators.
“Developing is not enough. Educators must be knowledgeable and wise. They must know enough in order to change. They must change in order to get different results. They must become learners, and they must be self-developing.” (1)
Well-prepared teachers and leaders are essential for providing effective, high-quality instruction so that students learn and thrive. Traditionally, professional development has been offered through a combination of one-size-fits-all teacher and administrator education programs and periodic in-service sessions. While this traditional approach to professional development allows educators to build basic competency in content knowledge or new instructional strategies, it is generally perceived as insufficient to transform teaching practices or to improve the supervisory and coaching practices of school leaders.
The Educator Excellence Task Force, appointed in 2012 by State Superintendent of Public Instruction Tom Torlakson (2), has recommended shifting California’s focus from professional development to professional learning. Professional learning—as opposed to traditional professional development—focuses on a wider range of formal and informal learning opportunities, emphasizes self reflection and peer support, and requires on-the-job practice and experimentation. Learning Forward explains that professional growth for teachers can result from both formal professional development and opportunities for professional learning—such as common planning time, shared opportunities to examine student work, or tools for self-reflection—that may occur outside the bounds of formal professional development events. . . . Professional learning [is] a product of both externally provided and job-embedded activities that increase teachers’ knowledge and change their instructional practice in ways that support student learning. Thus, formal professional development represents a subset of the range of experiences that may result in professional learning. (3)
Gaining new instructional techniques or an enhanced understanding of content is an important step in ensuring that students learn and thrive. Educators then implement these techniques and investigate and study how their teaching and management strategies impact their students’ learning. As the characteristics and needs of students change, educators find it is essential to better understand the unique cultural and linguistic learning needs of their students. (1) Teachers also examine how various instructional strategies and techniques are likely to advance their students’ learning. This process of development (content knowledge and instructional practices) and learning (how these skills impact student learning over time) can become a positive spiral so that new knowledge and experiences continue to inform and enhance classroom interactions. (2)
Some studies have quantitatively demonstrated the relationship between professional learning and student achievement. One encouraging finding is that student learning increases in schools where there are educator communities that are reflective, collaborative, and focused on issues of teaching and learning. (3) Also, an analysis of a large body of professional development research found that the average student would see a significant achievement increase if his or her teacher had received approximately 50 or more hours of professional learning. (4)
Professional learning requires effective communication, leadership, and collaboration, but it is ultimately about improved outcomes for students. (1) Preparation for professional educators is most effective when it is structured as a continuum of ongoing experiences designed to support effective student learning.
For example, at the beginning of their career, teachers receive Beginning Teacher Support and Assessment (BTSA ) induction cosponsored by the California Department of Education (CDE) and the Commission on Teacher Credentialing (CTC). This provides a foundation for beginning teachers as one part of a larger professional learning continuum.
Then, as teachers seek to expand or improve their professional skills and experience, they may participate in opportunities like professional learning communities (PLCs). Research has found that high-quality PLCs maintain an intensive and sustained focus on student learning and student-learning data. Teachers in high-quality PLCs are afforded opportunities for active learning. They are able to apply and reflect on their learning, and their learning process and content is based on evidence-based practices. Ultimately, PLC members become expert at dealing with change as a routine part of their work—not just in relation to the latest policy, but as a way of life. (2)School administrators should also be actively engaged in the professional learning process and have a thorough understanding of instruction, curriculum, and assessment to enable them to support and foster a culture of learning in their schools. Like teachers, administrators need more than a one-size-fits-all approach to professional development—they need an ongoing professional learning process grounded in their everyday work to support student success.
CDE released seven Quality Professional Learning Standards (QPLS) that represent the expectations and criteria for quality professional learning. (3) The QPLS were developed by a broad group of stakeholders and based on comprehensive, current research about effective professional learning strategies and systems. The QPLS should be considered as an integrated set of standards that collectively help educators develop, implement, and assess professional learning.
According to the QPLS, quality professional learning is composed of the following seven standards:
Quality prof fess ion al learning uses varied sources and kinds of information to guide priorities, design, and assessments.
- Content and Pedagogy
Quality professional learning enhances educators’ expertise to increase students’ capacity to learn and thrive.
Quality professional learning focuses on equitable access, opportunities, and outcomes for all students, with an emphasis on addressing achievement and opportunity disparities between student groups.
- Design and Structure
Quality professional learning reflects research and best practices and recognizes that focused, long-term learning enables educators with a variety of experiences and needs to acquire, practice, and assess new learning.
- Collaboration and Shared Accountability
Quality professional learning facilitates the development of a shared purpose for student learning and collective responsibility for achieving it.
Quality professional learning dedicates resources that are adequate, accessible, and allocated appropriately toward established priorities and outcomes.
- Alignment and Coherence
Quality professional learning contributes to a coherent system of educator learning and support that connects district, school, and individual priorities and needs with state and federal requirements and resources.
Standards and Frameworks
- Teacher Leader Model Standards
In May 2011, founding members of the standards wrote, “Our nation’s highest performing schools have cultures that promote collaboration and professional inquiry. Helping to create similar cultural shifts in schools across the nation will allow teachers to reach their full potential.”
- Quality Professional Learning Standards (PDF; Posted 03-Jun-2016)
The characteristics of professional learning are clarified to support teachers in building individual and collective capacity to meet professional, school, and student performance expectations. The standards identify a clear outcome for professional learning—to continuously develop educators' capacity to teach and lead so that all students learn and thrive.
- National Board for Professional Teaching Standards (Posted 03-Jun-2016)
The California Department of Education (CDE) actively supports teachers in their efforts to achieve advanced National Board Certification as clarified and modeled by the National Board for Professional Teaching Standards.
- World Language: English Language Development Standards of Quality and Effectiveness for Subject Matter Programs A Handbook for Teacher Educators and Program Reviewers
(PDF; Posted 08-Apr-2015)
This handbook contains the CTC-approved standards and program requirements for universities and colleges to develop the professional credentialing programs for the new ELD single subject teaching credential. It can serve as a blueprint to identify gaps in training when developing professional development programs for school districts.
- California’s Quality Professional Learning Standards (Updated 07-Mar-2016)
California’s Quality Professional Learning Standards lay the foundation for creating a coherent set of professional learning policies and activities that span the career continuum of an educator, which leads to improved educator knowledge, skills, and dispositions and, ultimately, increased student learning results. The standards describe the criteria for quality professional learning and point educators and stakeholders toward evidence-based elements and indicators to use when they make decisions about how to create and/or improve professional learning in their own systems.