IDEAS
Moving From 'Students Can't' To 'How Students Can'
A learning design that puts the focus on equity
By Janice Bradley, Andrea K. Rorrer, Ashley McKinney and Cori Groth
February 2017
Vol. 38 No. 1
What happens when a university-based education policy center uses the Standards for Professional Learning (Learning Forward, 2011) to design purposeful professional learning experiences for teachers, community members, principals, central office administrators, superintendents, and university faculty to re-engage in the meaning and creation of equitable and excellent educational opportunities throughout the system? Practitioners and decision makers unite in thoughtful learning conversations that include multiple perspectives about how pursuing excellence requires deliberate attention to equitable practices. School staffs see a viable path toward change in how they think about and advance equity and excellence through shared language, dispositions, and mindsets about instructional practices that open pathways to learning for all students. These pathways are enhanced through the use of a professional learning system that embodies a continuous
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Janice Bradley ([email protected]) is assistant director, Andrea Rorrer ([email protected]) is director, Ashley McKinney ([email protected]) is research associate, and Cori Groth ([email protected]) is associate director at the Utah Education Policy Center, University of Utah.
References
Flower, N.R., Muoio, A., & Garris, R. (2013). Gather: The art and science of effective convening. New York, NY: The Rockefeller Foundation.
Johnson, J.F., Perez, L.F., & Uline, C.L. ( 2013). Teaching practices from America’s best urban schools. New York, NY: Taylor & Francis.
Killion, J. (2013, May 22). Professional development vs. professional learning [Audio podcast]. Available at https://mediaportal.education.ky.gov/educator-effectiveness/2013/05/professional-development-vs-professional-learning.
Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.
Rorrer, A.K., Skrla, L., & Scheurich, J. (2008). Districts as institutional actors in educational reform. Educational Administration Quarterly, 44(3), 307-357.
Janice Bradley, Adjunct Associate Professor, University of Utah, author, and educational consultant.
Andrea Rorrer ([email protected]) is a Professor at the University of Utah Department of Educational Leadership and Policy and Director of the Utah Education Policy Center (UEPC). The UEPC’s mission is to bridge research, policy, and practice by conducting rigorous and comprehensive research and evaluations, and providing expert and research-informed technical assistance and professional learning. Through its partnerships with educators, policymakers, and communities, the UEPC ensures that its work translates into actionable insights that drive improvement and lasting impact.
Cori Groth, Ph.D., is Associate Director of the Utah Education Policy Center at the University of Utah, where she partners with schools, districts, and state agencies to strengthen leadership and drive evidence-informed improvement. With nearly three decades of experience in educational evaluation, school and district improvement, and leadership development, Cori is committed to translating research into meaningful insights and practices that help educators achieve excellent outcomes for all students.
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