Change and growth necessitates flexible professional development in buildings and departments. While teams of teachers may plan, assess, and analyze student learning in content area Professional Learning Communities, all teachers need opportunities to engage in professional development at their point of need and make choices that support their professional growth and needs. This series includes training and support for teams of teacher-led research on collective problems of practice.
Purpose: These working sessions include instructions, practice, and models that support leadership teams as they consider entry points and goals for the autonomy and choice adults crave in their learning. Sessions also lead teaching teams through the steps of teacher-led research.
Focus: Drawing from the work of Brene Brown and (Dare to Lead) Chip and Dan Heath (Switch), leaders learn strategies for working with differentiated PLC teams and begin an inquiry cycle that leads to action research.