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Running head: LITERATURE REVIEW 1

Domain F Literature Review

Brittini Wade

National University

June 14, 2019


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Abstract

This paper discusses the importance of professional learning activities as discussed in the article

titled, “From Professional Development to Professional Learning” written by Lois Brown

Easton. The article discusses the different strategies and qualities that should be incorporated in

professional learning activities in order to be effective. The idea of professional learning rather

than professional development helps the educators to view themselves as lifelong learners that

will be responsive to their students’ needs.


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Introduction

Education has evolved over the years and in order to be responsive to the students and

their needs, educators must continually reflect on their teaching practices. Most often, teachers

are involved in professional development activities that are usually vital to professional and

organizational growth. However, according to the article titled, “From Professional Development

to Professional Learning” written by Lois Brown Easton, the professional development or

training offerings that most teachers undergo are not necessarily sufficient. Educators often find

themselves needing to change what they do on a daily basis in order to respond to the needs of

the learners. In order to accomplish this, educators need to consider themselves lifelong learners

and participate in professional learning activities rather than professional development just at the

beginning of the school year. “It is clearer today than ever that educators need to learn, and that’s

why professional learning has replaced professional development. Developing is not enough.

Educators must be knowledgeable and wise. They must know enough in order to

change.” (Brown Easton, 2008). Working toward a goal of incorporating professional learning

for educators throughout the course of the year will allow for a more responsive group of

educators.

Qualities of Powerful Professional Learning

According to the Powerful Designs for Professional Learning, there are certain qualities

of professional learning that will ensure it is productive and useful. The professional learning

activities will be a continuous practice throughout the year that will consist of coaching,

mentoring, observing, looking at student work, examining teacher practice, and facilitating

learning. “The focus remains on what is happening with learners (both student and adult) in the
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classroom, school, and district” (Brown Easton, 2008). Educators should try out a new technique

then work on obtaining data, receive feedback from students or coaches, and reflect on what they

are learning. Professional learning experiences should be content-rich that should lead toward the

educator to desire to want to continually making improvement. Powerful professional learning is

collaborative where educators learn from one another by building a shared vision of the school

and working on what matters. Hopefully, this causes the educators to reflect on their teaching

practices while building school culture and a positive environment for the students.

Strategies for Professional Learning Activities

In order to make the professional learning activities be effective, they must be appropriate

and worthwhile. “The most beneficial learning activities are those that are embedded in the work

that educators do” (Brown Easton, 2008). These can include assessment design, book studies,

classroom walkthroughs, designing teaching portfolios, or collaborative peer-to-peer groups.

Professional learning activities must be school-based and start at the bottom with educators

identifying what students need which will determine what the educators need to learn themselves

rather than the administrators making the decisions about the kind of learning the teachers need.

There also needs to be consideration for allowing time to collect student data and analyze the

results. Educators “will need to learn how to learn from one another and when to find resources

elsewhere” (Brown Easton, 2008). Expecting cultural changes is a result of professional learning.

When learning is the focus rather than development, “the focus, attitudes, conversations, and

behaviors change” (Brown Easton, 2008). Educators must go in with the mindset that they are

lifelong learners and will no longer need to “develop” or “train” themselves, but rather learn how

to adapt to their students’ needs in order to be effective.


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Conclusion

In order to be adaptive and responsive, educators must participate in professional learning

activities instead of professional development once or twice a year. Collaboration is a big part of

this process. Observations, mentoring, coaching, and changing the culture of the school to be

more focused on the needs of the students is a result of professional learning. Teachers are a

prominent aspect of professional learning. There is no longer a need for administrators to dictate

what professional development teachers should be participating in if the educators consider

themselves to be active learners.


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Reference

Brown Easton, L. (2008). From Professional Development to Professional Learning. The

Phi Delta Kappan, 89(10), 755-759. Retrieved January 14, 2019, from https://www.jstor.org/

stable/40792272.

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