Job Embedded Professional Learning

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Job embedded professional learning in a Saskatchewan Reads school builds instructional capacity. The topics of job-embedded professional learning are determined by student needs based on gathered assessment data. Professional learning that is job-embedded is inclusive, collegial and cultivates shared leadership within a safe and trusting school culture. Job-embedded professional learning supports and enriches a whole school focus on student reading achievement and becomes a part of daily school life.

“Professional learning opportunities that are embedded in the workday support teachers in learning about their own practice and the interactions with other teachers.”
(Zepeda, 2012, p. 49)

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School administrators and a director of education participate in a professional learning session.

Instructional walks are a practical and useful support to improve school wide reading instruction and provide considerations for continued professional learning. Instructional walks must be carefully organized. They are student-centered. They focus on what students are learning, how they are progressing and the supports they need for growth. The end results of effective instructional walks are increased dialogue and reflection about teaching practice between the teacher and school administrator. Instructional walks are successful when they foster improved teaching and increased student achievement.

 

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“Teachers grow, evolve, and emerge as professionals through long-term and day-today work they do, and that is why job-embedded learning opportunities need to be the focal point of all professional development efforts.”
(Zepeda, 2012, p. 1)

Post instructional walks:

  • revisit observational inquiries for whole school patterns of strengths  and needs;
  • use instructional walks observational notes for whole school strengths and weaknesses;
  • lead the staff to determine next steps and actions; and
  • increase trust level between the school administrator and teachers.

 

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“Leaders need to first take on the role of supportive coach before taking on the role of evaluator.”
(Routman, 2014, p. 199)