top of page
a differentiated approach to supporting teacher professional learning and leadership in our public schools
Research has shown over the past few decades that many teachers leave the profession because they feel isolated in their classrooms (Buchanan, Prescott, Schuck, Aubusson, & Burke, 2013; Webb, Vulliamy, Sarja, Hämäläinen, & Poikonen, 2009).
The HLC’s approach to collective inquiry gives teachers an opportunity to develop a shared vision with other teachers, cultivate authentic relationships, and create support systems. Teachers feel supported both emotionally and with instructional resources which are key to keeping teachers’ morale up in their practice (Darling-Hammond, 2011; Webb et al., 2009).
bottom of page