TEACHING AND LEARNING PROFESSIONAL LEARNING This year, the teachers and staff members of ASM embodied resilience and together we kept our school open and created the conditions to grow and learn together in uncertain times. Despite restrictions, setbacks, challenges, and a constantly shifting landscape, we embodied the quote:
• K-12 teacher lead workshops: Staff members
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We believe that on-site, in-depth, job-embedded professional development is the most effective professional learning model to develop the common language, focus, and direction necessary to support the development and successful implementation of instructional practices to support the learning of ASM students now and in the future. Educators in all content areas and grade levels had multiple opportunities throughout the year to engage in ongoing, purposeful learning directly related to their roles and interest areas. Onsite options included:
“Persistence and resilience only come from having been given the chance to work through difficult problems.” —Gever Tulley
designed and facilitated over 20 different short, focused workshops featuring best teaching practices, community building, social-emotional learning, and other areas of interest.
• Teaching tips and tapas: A year-long lunchtime learning series where staff came together to learn and share around topics such as wellbeing, tech integration, project-based learning, and student engagement.
• Google Certification • Cross-disciplinary work and projects: Teachers At ASM we aim to facilitate student learning by developing our own practice in collaboration with others. We expect and encourage staff to participate in strategic professional learning in areas that address divisional and school-wide goals. Collaboration: Supporting and engaging in effective collaboration, building and sustaining powerful teacher teams (aligning units, common collaborative practices) Coaching Culture: Help build a school-wide culture where giving and receiving non-evaluative feedback with an aim toward continuous growth is a way of being (coaching cycles, peer observations, lab classrooms, trust-building, co-teaching, etc.). Student Learning: Accelerate learning and focus on instruction across content areas (promoting common instructional practices, bringing student work into conversations, teams and schools, vertical alignment).
from different content areas joined forces and engaged in planning projects and lessons together that gave students the chance to learn across grades and subject areas.
