Historically, professional learning has been a linear process. Educators attend a professional development (PD) session then attempt to implement what they’ve just learned into the classroom. While some may have success, an integral part of the professional learning process is classroom practice. Integrating classroom practice into the educator development cycle is essential if teachers, schools and districts want PD to have a lasting impact.
Embedding classroom practice into the theory of action builds on two evidence-based approaches — lesson study and action research — that rely on educators to:
