Highlights in This Issue
Volume 12, Number 3 Spring 2012
• Editorial—UpdateonProfessional
LearningforTeachersConsultation...............1
• FeatureWorkshop—SpotlightonCognitive
Coaching.....................2
• InYourNeighborhood—CalgarySeparate
SchoolLocalandSchoolDistrictWorkTogetherTowardHigh-QualityProfessionalDevelopment..............3
• UpcomingEvents............4
• NewTeacherWorkshopsOnlineinApril................4
• SpecialistCouncilProfile—CareerandTechnology
StudiesCouncil...........5
• SpringProfessionalDevelopmentAreaConference,April20(eve)–21,2012...5
• LookWho’sTalking—IntroducingEight
NewPDFacilitatorstoSupportPDLeadersAcrosstheProvince....6
• Reminders.......................7
• Noussommesàl’écoute!—Deuxnouveaux
ateliers........................8
• FirstNations,MétisandInuitLanguageandCultureStudiesforAlbertaClassrooms......................9
• TeachersWantaBalancedApproachtoPD............10
Oneofthegreatestchallenges—andoftenasourceoffrustration—inadvocatingforprofessionaldevelopmentiswonderingifanyoneisevenlisteningtothe
recurringappealforchangeandcallforimprovedsupports.Sometimes,somuchtimepassesbeforeanythinghappensthatyouwonderiftheleadershipprinciplethatstates“ifyouignoresomethinglongenough,itwillgoaway”isinplace.
Beassuredthatyourvoicehasnotonlybeenheardbutlistenedto.Althoughithasbeenalmost16 monthssinceAlbertaEducationinitiatedamajorconsultation,inNovember2010,onprofessionallearningforteachersinAlberta’sK–12educationsystem,morethan600quantitativeandqualitativeresponseshavebeenreceivedandanalyzed.FollowingisaglimpseofsomeofthehighlightsinthefinalreportthataffirmthepivotalroleofteacherprofessionaldevelopmentinAlberta.
• Job-EmbeddedTime—Improvingeducatoraccesstojob-embeddedtimeforprofessionallearningwithintheteachingday,aslongasittakesintoaccounttheimplicationsfordailyworkloadsandcompetingteacherresponsibilities
• LearningCommunities—Enhancingopportunitiesforallschoolstafftoactivelyparticipateinlearningcommunities;andunderstandingthatlearningcommunitiesarisemostcommonlyfromorganizationalculturesofinquiry,risktaking,andopenness,builtthroughcollaborationandcooperation.Mentorshipandcoachingwereparticularlysupportedasspecificstrategiesforlearningcommunities.
• Self-DirectedLearning—Ensuringthatteachershaveoptionswhenchoosingwhichlearningopportunitiestoaccess
• TeacherFeedback—Providingmeaningfulopportunitiesforteacherstoofferfeedbackontheirprofessionallearningsupports
• Collaboration—Ensuringahigherdegreeofcooperation
Editorial
Update on Professional Learning for Teachers ConsultationMichaelPodlosky,Coordinator,ProfessionalDevelopment
PD E-News, Volume 12, Number 3, Spring 2012, p 2
andcollaborationamongmembersofAlberta’seducationlearningcommunitytosupportteacherlearning
• CoordinationofDelivery—Improvingcoordinationofdeliveryofprofessionallearningsupports,withoutcompromisingtheself-directedlearningofteachers
Advocatingforteachers’controloftheirprofessionalpracticewillcontinuetobeamajorthrustoftheAssociation.Theconditionsofpracticeincludeallofthe
structuresrequiredforteacherstoprovidetheirbestpossibleprofessionalservice.Teachersknowthatprovidingthebestpossibleprofessionalservicerequiresmanyhoursofeffortandthatthemoreeffortputintopreparationbyteachers,thebetterthelearningforstudents.Securingmoretimeduringtheschooldayforteacherstodotheworknecessarytoprovidehigh-qualityinstructionwillbeapriority.Changecanbeslow,butnonethelessverypositiveandrewardingwhenyouknowyourvoiceisbeingheard.
Spotlight on Cognitive CoachingMarkYurick,ExecutiveStaffOfficer,ProfessionalDevelopment
Cognitive Coaching Series
TheAssociationhascoordinatedaCognitiveCoachingprogramthatisbeingfacilitatedbyJohnClarke,atrainingassociatefromtheCenterforCognitive
Coaching,HighlandsRanch,Colorado.TheprogramconsistsoffiveFridayeveningandfull-daySaturdaysessions.Acohortof48 people,comprisingclassroomteachersandschoolanddistrictadministrators,hasbeenparticipatingintheseriessincethefall.
Cognitivecoachingisapeercoachingmodelthatfocusesonenablingpeopletoenhancetheircognitiveprocesses.Itisbasedonthepremisethatthoughtandperceptionproduceallbehaviourandthatcoachingsomeonethroughthecognitionstagemediatesthinkingandallowsthepersontobuildhisorherproblem-solvingabilities.
Participantshavelearnedthatalargepartoftheprocessisbuildingtrustandrapport.Theyhavebeenprovidedwithopportunitiestodevelopskillsinmediativequestioning,
Feature Workshop
responsebehaviours,andpacingandleadingcoachingconversations.Theseskillsareutilizedin“maps”thathavebeendevelopedtoguidethethinkingprocessinplanning,reflectingandproblemsolving.
Participantswhosuccessfullycompletetheprogramwillbecertifiedascognitivecoaches.Duetothestrongresponsefortheprogramthisyear,considerationisbeinggiventoofferingitagaininthefall.
PD E-News, Volume 12, Number 3, Spring 2012, p 3
Calgary Separate School Local and School District Work Together Toward High-Quality Professional DevelopmentDavidCracknell
Howdoestheteachingprofessionensurethatteachershaveaccesstohigh-qualityprofessionaldevelopment?Onewayistotakethebullbythehornsandstarttheprocessourselves.FouryearsagotheCalgarySeparateSchoolLocal 55didjustthat.
ThelocalcreatedanadhoccommitteetolookintomanyaspectsofPD.Thatcommittee,withtheassistanceofATAstaffofficersMichaelPodloskyandJ-CCouture,createdasurveythatmorethan1,400CalgaryCatholicteacherscompleted.Thecommitteepresenteditsreport,“CreatingOurFuture,”tothelocalCouncilofSchoolRepresentatives(CSR),theDistrictAdministrativeCouncil,theDistrictLeadershipCouncil(DLC)andtheCalgaryCatholicBoardofTrustees.ExpertiseandinsightgainedfromtheexcellentfeedbackfromteacherscreatedaspringboardfordiscussionsbetweenthenChiefSuperintendentLucyMillerandLocalPresidentDavidCracknelltocommenceajointefforttoprovidequalityPDforteachers.OutofthesediscussionscametheJointATA/CSSDPDCommittee,whichisnowinitsthirdyearofcooperation.
TheJointATA/CSSDPDCommitteehadanoriginalmandatetoaddressthreesignificantareas:(1) improvetheavailabilityandopportunitiesforPD,(2) engageinadiscussiontodefineembeddedPDand(3) coordinatePDeffortsbyworkingtogethertoshareideasandresources.Thecommitteehasalsoworkedinanadvisorycapacitybyprovidingfeedbackonleadershiptrainingwithintheschooldistrictandcontributingtodiscussionsregardingteacherprofessionalgrowthplans(TPGP).However,themainfocusison
In Your Neighbourhood
coordinatingeffortsandprovidinghigh-qualityPDforourteachers.
Afterthefirstyearofoperation,thecommitteesentabrochuretoallteachersdetailingthehistoryofthecommitteeandthegeneralphilosophyofqualityPD.ThishasnowmorphedintoayearlyupdatethatcomesoutinearlySeptember,settingthestagefortheschoolyear.Communicationwithourteacherscontinuesthroughe-mail.ThecommitteehasalsopresentedtoDLCmeetingsandCSRmeetingsofthelocal.
ThecrowningachievementoftheJointATA/CSSDPDCommitteeatthispointisthesignificantincreaseinthedepthandbreadthofPDofferingsavailabletoteachers.ParticularlyinspiringarethedistrictwidePDdays,inwhichteachershaveachoiceofmorethan60PDopportunitiesthroughoutthecityatvarious
DavidCracknell,formerpresidentofLocal 55,andLucyMiller,formerchiefsuperintendentCalgaryRomanCatholicSeparateSchoolDistrict1
PD E-News, Volume 12, Number 3, Spring 2012, p 4
schoolhostsites.Thisconvention-styleofferinghasreceivedpositivereviews,oneofthemostexcitingbeingtheoften-heard“ThereweresomanysessionsIwantedtoattendthatIfounditdifficulttochoosejustone.”
Ifwehavelearnedanythingthroughthefouryearsdedicatedtothisproject,itisthatprofessionaldevelopmentisaprocess,notanevent.Theexcellentcooperationbetweentheschooldistrict(CSSD)andthelocalcontinuestofuelthisexcitingjourney.Whoknowswhereitcouldlead?
New Teacher Workshops Online in April
Areyouinyourfirstfewyearsofteaching?DoyouwanttoattendtheNewTeachersOnlineWorkshops?
Takethemonlineinanyorallofthesethreeafter-schoolInternetsessions:
Parents and Teachers: Same Goals, Different Goals Tuesday,April3from4:15to5:45PM
Engaging Students—The Art of Effective InstructionWednesday,April18from4:15to5:45PM
Classroom ManagementMonday,April23from4:15to5:45PM
www.crcpd.ab.ca/programs/category/32#programs
Upcoming EventsApril
19–21 Career and Technology Studies Council Conference
20 PD Facilitators Meeting20 Convention Association
Meeting20(eve)–21 Spring Professional
Development Area Conference
26–28 Middle Years Council Conference
May
4–5 Association Instructor Training
4–5 English Language Arts Council Conference
4–6 Health and Physical Education Council Conference
19–21 Annual Representative Assembly
PD E-News, Volume 12, Number 3, Spring 2012, p 5
Career and Technology Studies CouncilCraigDeJongandLucindaHetlinger
Specialist Council Profile
WearefastapproachingtheannualCareerandTechnologyStudiesConference,tobeheldonApril19–21,2012,attheRiverCreeResortinEnoch(nearEdmonton).Theconferencescheduleincludesavarietyofinnovativeandcaptivatingsessionsaswellashands-onworkshopsfromAlbertaindustrypartners.The2012CTSConference:“SafeJourneys”willopenwithanaddressfromtheministerofeducation,theHonourableThomasLukaszuk.
Dr LindaDuxburyistheconferenceopeningkeynote,speakingon“EnteringtheDragon’sDen?WhatHighSchoolGraduatesCanExpectintheWorldofWork.”ThislookatdemographicandemploymenttrendsinAlbertaandCanadashouldbeparamountinourfutureeducationalframeworkdiscussions,aswere-visioneducationoverthecomingyears.Dr Duxbury’swordswillbesuretoinspireeducatorsasawholetomeettheeducationalneedswithinachangingprovinceandcountry.
TheclosingkeynotespeakeristheentertainingandprovocativeStephenMurgatroyd,whowillpresent“SlayingtheDragon:WhyUniversityIsNottheDestinationAlbertaNeedsforMostofItsStudents.”IencourageyoutoregisterfortheconferenceandshareinavaluableprofessionaldevelopmentexperiencewithCTSteachersacrosstheprovince.Pleasecontactlhetlinger@ecsrd.caforfurtherinformation.Theconferencescheduleispostedonourwebsite,www.ctscouncil.com.
InotherCareerandTechnologyCouncilnews,wehavebeenworkingtoprovidecontinuingprofessionaldevelopmentopportunitiesfortheteachersofAlberta.Thecouncil’sworkonplanningsessionsatteachers’conventionsanditssponsorshipofmini-CTSworkshopsandmultidaysessionsarejustafewofthewayswearetryingtofulfilltheprofessionaldevelopmentneedsofallCTSteachers.Ifyouhaveanysuggestionsabouthowwecancontinuetoimproveourservicetoyou,[email protected].
Spring Professional Development Area Conference, April 20(eve)–21, 2012ThespringProfessionalDevelopmentAreaConference(PDAC)willbeheldtheeveningofFriday,April20andSaturday,April21atBarnettHouse,inEdmonton.InvitationsweresentinMarchtoPDchairs,localpresidents,conventionassociationpresidentsandprogramchairs,specialistcouncilpresidents,regionalconsortiaexecutivedirectorsandAssociationrepresentatives,andmembersofProvincialExecutiveCouncil.
PD E-News, Volume 12, Number 3, Spring 2012, p 6
Introducing Eight New PD Facilitators to Support PD Leaders Across the ProvincePleasewelcomerecentappointeestothePDfacilitatorcorps.ContactyourregionalPDfacilitatorstohelpyouwithPDneedsassessments,PDsurveysupport,PDplanningsupportandarangeofotherservices.Contactinformationisavailablethroughyourregionalstaffofficer,thePDcollaborativesiteorbycontactingGayleneSchreiberat780-447-9447or1-800-232-7208,ext 447.
Sharalynn AndersonCoronation
Iteachhighschoolhomeeconomics,French,English,CALMandafewoptionshereandthere.Ialsoservedasanadministratorfornineyears.CurrentlyIteachGrade 8languageartsandsocialstudies,ECS,andGrades 1and 2music.Ialsoworkwithearlyreadinginterventionstudentsfromtimetotimeandfacilitatealeadershipclasswithjuniorhighstudents.
Farida GarrettCalgary
IamaFrenchandSpanishspecialist,currentlyteachingSpanishandESL.Inthepast,ItaughtFrench.Iamalearningleaderforfineartsandsecondlanguages.
Carmen HarfordCalgary
IteachatBandedPeakSchool,BraggCreek,RockyViewSchoolDivision.IhavealsotaughtatSpringbankMiddleSchool,Calgary,RockyViewSchoolDivision;CarselandSchool,GoldenHillsSchoolDivision;GreentreeSchool,GoldenHillsSchoolDivision;andSayreHutteriteColony,GoldenHillsSchoolDivision.
Steven P KaplanBarrhead
Ihavebeenteachingfor13 years,withexperiencerangingfromGrades3–11inallsubjectareas.Inaddition,IhavefiveyearsofadministrativeexperienceandamcurrentlyinmysecondyearasprincipalofasmallK–6schoolinPembinaHillsRegionalDivision.
Look Who’s Talking
PD E-News, Volume 12, Number 3, Spring 2012, p 7
Pina MartinovichCalgary
Ihave28 yearsofteachingexperienceinbiology,chemistry,physicsandreligiouseducationatthehighschoollevel.IamcurrentlyteachinginEvergreenCatholicSeparateRegionalDivisionNo 2.Inthelastfiveyears,IhavebeenaschoolcounselloratJohnPaul IISchoolinStonyPlain,Alberta,workingwithchildrenfromGrades 1to 8.
Myrna McLeanLa Crete
Ihave29 yearsofteachingexperienceatallgradelevelsandamcurrentlyteachingGrade 4;Ihaveservedasvice-principalfor6 years.
David Teasdale Stettler
IhavebeenatWmEHayCompositeHighSchoolfor18 years,teachingCTS(computers,finance,carpentryandwelding),mathematics,andknowledgeandemployabilityforGrades 9to 12.Iamthefirst-everteamteacherwithAlbertaDistanceLearningCentre,deliveringMathematics 14and 24onlinewithstudentsintheclassroom.IamcurrentlytheleadonlineteacherforClearviewSchoolDivision,basedattheStettlerOutreachSchool,andcoordinateonlinelearningforClearviewschools.
Leslie Wolowidnyk-VogelTurin
Thisismyeighthyearasateacher;allmyteachingyearshavebeenwithHorizonSchoolDivision.Ihavetaughtmanygradesandmostofthesubjectsunderthesun.Mycurrentassignmentisathree-gradeESLclassroomwithplentyofdifferentiationbetweenthegradelevels.Itcanbechallengingattimes,butIwouldn’ttrademyexperiencesforanything.
RemindersIfyouareanewPDchair,pleasesendyourname,[email protected]
PleasevisitthePDcollaborativesite,https://collaboration.teachers.ab.ca/pd/publish/pages/default.aspx,forresourcestosupportPDleaders.UseyourTNETlog-in.
PD E-News, Volume 12, Number 3, Spring 2012, p 8
Nous sommes à l’écoute!
Lesecteurperfectionnementprofessionnelestheureuxdepartagersesdernièresnouvellesdontlelancementdedeuxnouveauxateliersquis’adressentànosmembresdesécolesfrancophones
oud’immersion,Ici,toutlemondeestlebienvenuetSoYou’reanAdministratorofaFrenchImmersionProgram?SupportIsontheWay!.
Ici,toutlemondeestlebienvenuestlefruitdutravailducomitéDiversity,EquityandHumanRights(DEHR)del’ATA.En2010,cetatelieraconnuungrandsuccèsauprèsdenosmembresanglophonesenAlbertaetdansnosréseauxnationaux;c’estpourquoinousavonsdécidédetraduireleguidedu
participantquil’accompagneetdecréerunatelierenfrançaisquenoussommesprêtsàprésenterdansvosécoles,lorsdevosjournéespédagogiques,devoscongrèsdeConseilsdespécialistesouentoutesautresoccasions.Envoicisadescription :
Dufaitdesgrandschangementsdémographiquesdesécolesalbertaines,lesméthodesetstratégiesd’enseignementd’autrefoisnesontpeut-êtreplusaussiefficacesdenosjours.Cetatelierpermetd’examinerleconceptdelacompétenceculturelle.Grâceàceconcept,vousapprendrezàreconnaitrecroyances,attitudes,politiques,structuresetfonctionnementdesétablissementsainsiquelesméthodesd’enseignementquipermettentauxécolesinterculturelles,d’aprèslesétudesdémographiques,debienfonctionner.
Lacompétenceculturellesuccèdeauxidéesdesensibilisationetdeprisedeconsciencedesdifférencesculturellesquitrèssouventaboutissaientàdeschangementsminimesdecomportementsindividuelsouorganisationnels.Aucoursdecetatelier,lesparticipantsdévelopperontdescapacitésquilesamènerontàévaluerleurproprecompétenceculturelleetprendrontdavantageconsciencedesdynamiquesdesinteractionsinterculturelles.
SoYou’reanAdministratorofaFrenchImmersionProgram?SupportIsontheWay!aétédéveloppéencollaborationaveclaDirectiondel’Éducationfrançaise,lesecteurperfectionnementprofessionneldel’AlbertaTeachers’Association,leConseilfrançaisetl’AlbertaRegionalProfessionalDevelopmentConsortium.Cettetrousses’adresseauxcadresdedirectiondesécolesd’immersiondelaprovince.L’EdmontonRegionalConsortiums’estdonnélatâchedegérerceprojetcollaboratifetl’atelieraccompagnelelancementdu
Deux nouveaux ateliers ParFrançoiseRuban,cadresupérieureausecteurduPerfectionnementprofessionnel
ICI,
TOUT LE MONDE EST LE BIENVENU
Enseigner dans une classe interculturelle
PD E-News, Volume 12, Number 3, Spring 2012, p 9
First Nations, Métis and Inuit Language and Culture Studies For Alberta ClassroomsDoyouwanttoexplorethiscurriculum?DoyouhaveaninterestinAboriginalstudentsuccess?Considertakingfourafter-schoolhourstodelveintothiscurriculumwithyourcolleaguesfromaroundtheprovince.
Pleasenotethatthisopportunityisopentoonly25 teachers.Thereisnochargetoattendtheseevents.
Inregisteringforthisseriesofwebinarsyouagree,tothebestofyourability,toattendallfoursessions,tobepartofarecordingthatwillbemadeavailabletoK–12educatorsthroughouttheprovinceandtoparticipateinresearchaboutthismethodofdelivery.
Dates,times,registrationandmoreinformationcanbefoundontheLearningNetworksite,atwww.learning-network.org/programs/month/April,orwww.crcpd.ab.ca/programs/category/6#programs.
manuelHandbookforFrenchImmersionAdministratorsduministèredel’Éducation,réviséen2010.Cedocumentestmaintenantaccessibleauhttp://www.education.alberta.ca/francais/admin/immersion/handbookimm.aspx.
L’ateliertraitede4 élémentsclés :
a) Les10 savoirsessentielspourunadministrateurdeprogrammed’immersion
b) Commentcréerunenvironnementimmersif?
c) Commentoffrirlesupportnécessaireauxprofesseursd’immersionetauxparentsd’enfantsenimmersion?
d) Oùtrouverlesressources?
Aucoursdupremiervoletdel’atelier,lesparticipantssontregroupésetleséchangessefontsousformedefaceàfacealorsquelestroisautressedonnentsousformede« webinaire ».Qu’undirecteurd’écoled’immersionsoitnouveaudanssonrôleoupas,qu’ilpuissecommuniquerenfrançaisounon,ouqu’ilsouhaitetoutsimplementmettreàjoursesconnaissancessurlesprogrammesd’immersion,cetatelierluiserafortutiledanslamiseenœuvreetlemaintiend’unprogrammed’immersion.Sivousdésirezoffrircetatelierdansvosécolesouorganismes,n’hésitezpasàcontacterEdmontonLearningRegionalConsortiumouFrançoise Rubanàl’ATAàl’adressesuivante :[email protected].
PD E-News, Volume 12, Number 3, Spring 2012, p 10
ThefollowingarticlewasfirstpublishedintheATANewsvolume 46,number 9.
Teachers Want a Balanced Approach to PDGayleneSchreiber,ExecutiveStaffOfficer,Government/ProfessionalDevelopment
InarecentstudyundertakenbyRockyViewLocal35,ATAstaff,internationalresearchersandteachersregisteredtheirconcernabouttheimpositionofdistrict-mandatedprofessionaldevelopment(PD).
TeachersdesireabalancedapproachtoPDthatisself-directedandinvolvescollaborativelearning.ResearchreflectsagrowingconcernthatPDisincreasinglyleveragedtoaccomplishgoalsthatliebeyondtheindividuallyidentifiedprofessionallearninggoalsofteachers.Asaresult,PDtimeandresourcescouldbecomeacontestedissue.Inaneraofmonolithiceducationalchange,teachershavebecomewaryofPDthatsupportsabewilderingarrayofdisconnectedschoolimprovementinitiatives.Teachershavelittletimeorresourceslefttoattendtotheirownprofessionallearninggoals.
LongitudinaldatafromtheATA’s2010PDSurveyfoundthatteacherautonomyinpursuinggrowthplangoalshasslipped.Only44.4 percentofrespondentsreportedthatteachershaveahighdegreeofautonomyandchoiceinpursuinggrowthplangoals.Bycontrast,48.9 percentindicatedthatteachershavesomedegreeofautonomy,and6.7 percentreportedthatteachershavelittleautonomy.In2009,51 percentofrespondentssaidteachershadahighdegreeofautonomyandchoiceandnoneindicatedthatteachershadlittleautonomy.Inotherwords,teachersnolongerfeelasconfidentastheyoncedidthattheyareincontroloftheirowngrowthplans.
Alsodisquietingwererespondents’concernsthatsomejurisdictionsexpectedteachers’professionalgrowthplangoalstosupportjurisdictionorschoolgoals.ThisisarguablynottheintentionofAlbertaEducation’sTeacherSupervisionandEvaluationPolicy2.1.5,whichdelineatesthepurposesandusesofteachergrowthplansandstatesthat“ateacher…isresponsibleforcompleting
duringeachschoolyearanannualteacherprofessionalgrowthplanthat:(i)reflectsgoalsandobjectivesbasedonanassessmentoflearningneedsbytheindividualteacher.”(http://education.alberta.ca/teachers/certification/standards/teacher.aspx,accessedJanuary5,2012)
ContemporaryPDresearchandliteratureadvocateforprofessionallearningconditionsthathonourautonomyandchoice,withapracticalcontentfocusrelatedtoteachers’dailypractice.Activeandcollaborativelearning,overasustainedperiod,whichisfocusedonasmallnumberoflearningoutcomes,isgenerallyseenasaneffectiveapproach.Opportunitiesthattakeadvantageofcollegialexpertiseandcollaborationincommonteachingtasksarecost-effectiveandappealingwaystosharepromisingpracticesandnewlyacquiredinformation.Collegiallearningincommunitiesofpractice,embeddedintothedailyworkofteachers,cantakemanyforms,suchascoplanningandcoteaching,mentoring,modellinginstructionaltechniques,reflectingonlessons,groupdiscussions,andcollaborativeplanningorassessmentofstudentworkorteachingresources.Itisnosurprisethat29 percentofRockyViewrespondentssaidtheprovisionofembeddedPDtime(duringthedayorweek)wasanimportantpriority,withafurther39 percentsayingitwassomewhatimportant.
Theimplicationsforteacherlearningandteacherefficacyareclear.Whenteachersareprovidedwithopportunitiesforfocusedandsustainedlearningabouttopicsandskillstheyhavechosentopursue,withsupportfromandinteractionwiththeircolleagues,asenseofengagementandenthusiasmislikelytofollow,andteacherlearningismorelikelytobetransferredintoclassroompractice.Thisapproachsoundsabitlikewhatteachersalreadyknowaboutstudentlearning:engagementfollowswhenrelevance,choiceandrespectforstudents’needsareconsistentlypresent.Perhapsitistimetodoawaywithone-size-fits-alllearningandprescriptiveoutcomesforteachers,too.
