a differentiated approach to supporting teacher professional learning and leadership in our public schools
Time for Reflection
HLC strives to build a foundation of trust and appreciation of one another as professionals in order to create a place where concerns can be expressed.
When teachers are able to explore problems of practice with their peers they experience a deeper level of reflection of student learning. The group’s collective capacity yields solutions to teachers’ instructional concerns (Horn & Little, 2010). A high level of trust and risk-taking is required, which encourages and supports teachers to make their practice public to their peers (Fullan, 2007).
The HLC encourages teachers to reflect on their practice, examine assessment data together, collaborate around teaching practices, and identify areas to increase their content area expertise.