"Developing a Professional Learning System for Adults in Service of Student Learning"
Coherent, ongoing professional development sustains district education improvement, says a report by the Aspen Institute Education and Society Program that sets out a framework for better professional development.
The report argues that teacher professional development should move from "skills-based, content-agnostic training" evaluated mainly by teacher-satisfaction surveys to professional development centered around standards-based content and evaluated based on students' academic and social-emotional growth.
Vol. 37, Issue 23, Page 5Published in Print: March 7, 2018, as District Improvement