Such things as study groups, action research, mentoring, and coaching have frequently been identified as examples of job-embedded learning. However, almost any interaction between two or more educators provides an opportunity. Both formal activities designed to promote job-embedded learning and the formal and informal interactions within a school can be employed to promote important professional learning. Study groups are probably the most frequently discussed approach to job-embedded learning. The groups review and discuss the literature, visit model programs, and meet to discuss the potential of the practices or program for their school or classrooms.
Action research is another common approach to job-embedded learning.
It might be thought of as a special kind of study group that uses some of the techniques of formal research. Reflective logs are used to encourage learning from success and problems encountered during the workday. Teachers and administraotrs record key events in their work life, in writing or tape. They not only summarize what happened, they also reflect on those experiences and report on what they've learned. Periodically, those involved with keeping a log are asked to summarize what they have learned and share it with a colleague or several others who are keeping their own logs.