High-quality, collaborative professional development and teacher learning has been shown to raise young people’s engagement and attainment, as well as raising the motivation and confidence of teachers. When collaborative teacher inquiry approaches are embedded in a culture where teachers are empowered to take charge of their own improvement, then we see improved morale and retention for staff and greater depth of learning and engagement for the young people in our classes.

Question from Benchmark One:  As educators become involved in this kind of professional learning, how does it intersect with educator accountability for performance improvement particularly related to an aligned achievement of individual educator improvement goals?

The Guardian Learning Forward MultiBriefs 8/5/13

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