Sentence examples for professional learning experiences from inspiring English sources

Specifically, I use the "catwalk" task as an example of how a single problem can serve as the basis for a coherent sequence of professional learning experiences.

PK-14 teachers participate in research-based professional learning experiences to promote high-leverage teaching practices in core subject areas to promote equitable learning of all students.

Such practices hold promise for the design of professional learning experiences where teachers engage in conversations about key tools they can use in their practice and assume more control of their own professional learning.

Second, using the growing body literature on professional identity (e.g., Beijaard et al., 2004), I posit that teachers may be motivated to pursue professional learning experiences that align with their core beliefs and identity.

Third, observing a pattern in the data and drawing on emerging literature on teacher agency (e.g., Priestley et al., 2015), I define teacher agency in professional learning as a multi-dimensional construct – agency over, during, and emerging from PD – and analyze the extent to which each dimension was evident in powerful and contrastingly negative professional learning experiences.

Using the lens of professional identity to analyze teachers' perceptions of PD, I present and discuss five in-depth teacher accounts of their most powerful professional learning experiences, concluding that professional identity is a durable (but malleable) filter through which teachers interpret professional learning.

In addition, results indicate that both students and audit professionals consider the IPLE a positive professional learning experience.

This paper describes an interactive professional learning experience (IPLE) and provides guidance for implementing an IPLE in an audit classroom.

The Cahn Fellows experience stands alone in my 26 year career as a professional learning experience that had a lasting positive impact on my practice, my results, and my professional relationships.

Asked whether Ms. White had received ERDI payments, Mr. Dickerson said, "Participation in ERDI is done independently of the school system". In an email, Ms. White said she found ERDI to be a "beneficial professional learning experience". She didn't respond to a question about ERDI compensation.

Beth Semaya, whose dissertation is focused on the professional learning experience of novice teachers but is framed by Chaucer's Canterbury Tales, and Pindyck, who is writing hers on the pedagogies of poetic inquiries ("what does it mean to think, learn and know through poetry?") had the good fortune to attend the famed salons that Greene held in her apartment right up until her death.