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ERIC Number: EJ1134839
Record Type: Journal
Publication Date: 2017-Feb
Pages: 6
Abstractor: ERIC
ISSN: ISSN-0276-928X
Moving from "Students Can't" to "How Students Can": A Learning Design Anchored in the Standards for Professional Learning Puts the Focus on Equity
Bradley, Janice; Rorrer, Andrea; McKinney, Ashley; Groth, Cori
Learning Professional, v38 n1 p42-47 Feb 2017
What happens when a university-based education policy center uses the Standards for Professional Learning to design purposeful professional learning experiences for teachers, community members, principals, central office administrators, superintendents, and university faculty to re-engage in the meaning and creation of equitable and excellent educational opportunities throughout the system? Conversations occur before, during, and after the learning experience, followed by actions taking place at school sites and central offices that support educators' changing practices for increasing equity and access for all students. This article discusses how the Utah Education Policy Center works to bridge research, policy, and practice in Utah public schools and higher education. The center seeks to inform and influence educational policy to increase equity, excellence, access, and opportunities for all educators and students across the state. The center's school support team creates the bridge of implementation to serve predominantly low-performing schools. The school support team offers a local school improvement process and support system to ensure that change and improvement occur in leadership, teaching, and learning.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah
Grant or Contract Numbers: N/A