District Leadership Teams
ISLN, Science and Social Studies Networks will provide participants the opportunity to meet regularly throughout the year to develop their own content and pedagogical competencies, as well as the leadership skills necessary to work with and provide feedback to other adults in their own schools and districts. The network concept reflects foundational research on professional learning that says the best professional development is that which is practically based in what educators must do on a daily basis and sustained over time to encourage a ‘learn, do, reflect, revise’ cycle. Educators will develop relationships with other participants in the network and with skilled facilitators so that they can safely share problems of practice and seek solutions — not just during the time of the network meetings, but on an as-needed and ongoing basis.
The networks are a ‘capacity building’ model of professional learning, as opposed to a more traditional ‘train the trainer’ model. A Capacity building model means that each member of the district leadership team will be provided access to the most current job-specific information and the opportunity to try out the most effective strategies, resources and tools available. Specifically, participants will examine, deepen their own understanding, and utilize Kentucky’s Core Academic Standards, the Characteristics of Highly Effective Teaching and Learning, and Classroom Assessment for Student Learning (Stiggins, Chappius, et al) as they seek to improve teaching and learning in every Kentucky classroom every day.
ISLN, Science and Social Studies Networks will provide participants the opportunity to meet regularly throughout the year to develop their own content and pedagogical competencies, as well as the leadership skills necessary to work with and provide feedback to other adults in their own schools and districts. The network concept reflects foundational research on professional learning that says the best professional development is that which is practically based in what educators must do on a daily basis and sustained over time to encourage a ‘learn, do, reflect, revise’ cycle. Educators will develop relationships with other participants in the network and with skilled facilitators so that they can safely share problems of practice and seek solutions — not just during the time of the network meetings, but on an as-needed and ongoing basis.
The networks are a ‘capacity building’ model of professional learning, as opposed to a more traditional ‘train the trainer’ model. A Capacity building model means that each member of the district leadership team will be provided access to the most current job-specific information and the opportunity to try out the most effective strategies, resources and tools available. Specifically, participants will examine, deepen their own understanding, and utilize Kentucky’s Core Academic Standards, the Characteristics of Highly Effective Teaching and Learning, and Classroom Assessment for Student Learning (Stiggins, Chappius, et al) as they seek to improve teaching and learning in every Kentucky classroom every day.