Frequent, Growth-Oriented Feedback at DC Public Schools
Connected Professional Learning Case Study
April 26, 2017
ERS studied school systems and states with improving student outcomes to learn best practices for teacher professional learning. We observed that these organizations “connected” professional learning to what teachers do every day, and connected every part of the system into one coherent vision. We found that they invested in rigorous, comprehensive curricula and assessments; content-focused, expert-led collaboration; and frequent, growth-oriented feedback.
We call this approach “connected professional learning.” On the “Connected Professional Learning” page you can read more about how connected professional learning lights the learning engine for teachers and students; download resources for school systems, and take a diagnostic assessment. Here on this page, we dive deep into the stories of how school systems practice these principles.
Take a look at frequent, growth-oriented feedback at DC Public Schools, which is a key part of LEarning together to Advance our Practice, or LEAP.