Finding Time for Collaborative Planning
ERS studied school systems and states with improving student outcomes to learn best practices for teacher professional learning.
They observed that these organizations connected professional learning to what teachers do every day, and connected every part of the system into one coherent vision. These school systems invested in rigorous, comprehensive curricula and assessments; content-focused, expert-led collaboration; and frequent, growth-oriented feedback.
This case addresses the question: “How do we find enough time for meaningful collaborative planning?”