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ERIC Number: EJ1142001
Record Type: Journal
Publication Date: 2017-Apr
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0276-928X
Align Your District's Professional Learning under ESSA
Learning Professional, v38 n2 p72-74 Apr 2017
The single most important way to achieve equity and excellence is by ensuring a knowledgeable and skillful educator workforce. Ensuring the availability of excellent educators for all students requires a culture of learning and a system of support for every school and school district. This means that the goal is not just to improve professional development experiences, but to endeavor to make each school a learning system for students and teachers. At the center of these types of learning and improvement systems are teams of teachers who assume collective responsibility for their students' and their colleagues' success. Although these learning communities are the most important part of a learning system, it takes a shared vision at the state and district levels to establish, build, and sustain a learning and improvement system that ensures success for all students and their teachers. States and districts have a responsibility to establish the conditions that foster these types of learning systems, and the Every Student Succeeds Act (ESSA) provides an unprecedented window of opportunity to advance these conditions. Within ESSA, the federal definition of professional learning has been revised to ensure that professional development activities are "sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused." This article presents a tool designed to support a group in establishing a draft vision for systems of professional learning and identifying state and district roles for supporting these systems.
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A