a differentiated approach to supporting teacher professional learning and leadership in our public schools
There is a lot of research around supporting teacher quality and student achievement outcomes (Darling-Hammond, 2011; Wei, Darling-Hammond, & Adamson, 2010). One of the most effective ways for a teacher to improve their professional practice is to reflect on “one’s own teaching practices, decision making, and thinking processes” (Hall & Simeral, 2008, p.137).
Providing teachers feedback to reflect on their practice can act as an accelerant to teacher learning (Danielson, 2011). HLC teachers have multiple opportunities within the Cycle of Learning to give and receive feedback that is concrete, specific and useful in order to provide them “actionable” information to extend their practice (Fisher et al., 2016; Hattie & Timperley, 2007; Wiggins, 2016).