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ERIC Number: EJ1002197
Record Type: Journal
Publication Date: 2012-Oct
Pages: 6
Abstractor: ERIC
Reference Count: 13
ISSN: ISSN-0276-928X
The Sweet Spot in Professional Learning: When Student Learning Goals and Educator Performance Standards Align, Everything Is Possible
Killion, Joellen; Kennedy, Jacqueline
Journal of Staff Development, v33 n5 p10-12, 14, 16-17 Oct 2012
A sweet spot is a place where a combination of factors comes together to produce the best results with greatest efficiency. As school systems around the world are increasing expectations for what students learn and what educators do to support their learning, they must aim for the sweet spot to achieve maximum results for their efforts. When student content standards and educator performance standards intersect and are surrounded with accountability and support systems that create the conditions for high degrees of educator and student learning, a sweet spot emerges for professional learning. In this sweet spot, educators have the best leverage for making one of the most important decisions about professional learning: its content and outcomes. The sweet spot evolves in the link that occurs among professional learning, educator performance standards, and student content standards. When its content integrates student learning standards and performance standards at the precise level of learning educators need, professional learning has the greatest potential to support educators in changing practices to increase student learning. With a laser-like focus on the sweet spot, professional learning becomes more effective and efficient in promoting deep substantive learning that expands the length of an educator's career. Firmly aligned with expectations defined in performance standards, professional learning generates the highest level of student learning outcomes.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A