Educators carefully analyze data about both teaching practices and student learning to make choices about professional development. The data they use are from multiple sources such as analysis of student work, performance assessment, attendance records and standardized test scores. Educators also evaluate their professional development by analyzing data. They look for evidence that their own learning has positive impact on how they do their job. They look for evidence that how they do their job improves student learning.
Educators learn through study, reflection and collegial conversation.
Educators gather new information through conferences, workshops, professional reading, university classes, etc. They deepen their understanding of the new information by studying, 'talking to learn', applying it to their practice, reflecting on their own and with others to move beyond awareness to application and to knowledge. Talking to learn is the application of Substantive Conversation , one of Michigan's Teaching and Learning Standards from the Michigan Curriculum Framework . Educators benefit from professional development that occurs as a part of the workday and is about the work they do. Educators must be able to make choices about the content, context and process of their professional development.