Sample first year professional development in an Expeditionary Learning school
Core Practice One: Learning Expeditions
- All faculty participate in a 3-5 day summer institute on becoming an EL school. Every teacher plans, develops and carries out at least one learning expedition or in depth investigation each semester while learning how to develop standards based expeditions.
- The core practices and design principles of EL are introduced, studied and prioritized for the upcoming school year.
- Up to one quarter of the teachers attend off site professional development opportunities including institutes, summit and Outward Bound courses for EL educators.
Core Practice Two: Active Pedagogy
- Teachers study and use the instructional practices associated with EL.
- School wide literacy training is an ongoing part of professional development.
- A number of teachers and administrators from the school attend the EL National Conference to learn about exemplary models of learning expeditions, active pedagogy and other best EL practices.
- Teachers are introduced to and then collectively use and practice protocols and models of discussing/critiquing learning expeditions and collecting, sharing and assessing student work.
- Students are given opportunities to examine models of work and discuss/reflect on the qualities and criteria for good work. Teachers receive training in the use of rubrics, product descriptors and critique/revision with students.
Core Practice Three: Culture and Character
- The faculty and students study the design principles and EL structures such as crews, community meetings, presentations, etc and incorporate them into the culture of the school.
- Staff development sessions model these practices.
Core Practice Four: Leadership and School Improvement
- The principal convenes an EL Leadership Team that shares in the responsibility for design implementation and helps to coordinate on site professional development at the school. The leadership team meets at least once per month. If possible, a leadership retreat or institute is planned and an onsite EL liaison or instructional guide is designated.
- The principal attends the summer Leadership and School Improvement Institute.
- A portion of faculty meetings is devoted to study, discussion, decision-making or assessment of design implementation.
- Professional development days built into the district/school calendar support the work of ELOB. Goals are aligned with other district/school priorities.
- The school collects/analyzes standardized test scores and other school based evidence/ achievement data to make informed decisions about instruction/ implementation of EL.
Core Practice Five: Structures
- School schedules, organizational structures, resources and teacher teams are developed/ coordinated to reduce barriers to design implementation.
- At end of first year, implementation review completed to assess school progress, identify priorities and establish goals for continued improvement.
- Faculty attends off site professional development opportunities including site seminars or visits to other EL schools.
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