Enhanced Teacher LearningTeachers understand that the most powerful learning always occurs in a context of taking action, and they value engagement and experience as the most effective teachers. Henry Mintzberg’s (2005) observation about training leaders applies here: deep learning requires experience, which requires taking action. It “is as much about doing in order to think as thinking in order to do” (p. 10). In fact, the very reason that teachers work together in teams and engage in collective inquiry is to serve as catalysts for action (ALLTHINGSPLC, 2015).
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Enhanced Teacher Learning
Teachers are continuously revisiting their instruction together, working to tailor practices to match the individual needs of the student population they serve. Instructional capacity improves as teachers share ideas across classrooms and as they experience systematic systems in training in action research or support for National Board Certification (Graham & Ferriter, 2010, p. 17).
Spirit of ReflectionTeachers should work through structured processes for reflecting on instruction through both individual and group reflection of teaching practices.
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Action OrientationTeachers should receive training in the analysis of student achievement data.
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Collective InquiryTeachers should have opportunities to observe their fellow colleagues to observe new teaching practices and develop a sense of inquiry about instruction.
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