Professional Learning

Conceptual Framework for Professional Learning

Northwest Georgia RESA’s Conceptual Framework for Professional Learning is aligned to one overarching belief… Increasing the effectiveness of professional learning creates the leverage point with the greatest potential for developing, strengthening, and refining the day-to-day performance of educators.

We further believe:

  • Learning, teaching, and leading are complex processes.
  • Expertise in teaching and leading can be learned, develops over time, and it not linear.
  • Professional growth can occur through reflection upon experience, receiving of feedback, or individual or group professional learning experiences.
  • Development depends on context, particularly levels of support.
  • It’s about the professional practice and not about the individual teacher or leader.
  • Rigorous, effective, and timely professional learning is essential to maximizing student learning.
  • All educators have a moral and professional obligation to continuously improve their practice.
  • Students achieve at higher levels when educators assume collective responsibility for their learning and for student learning.
  • Students achieve at higher levels when leaders create and sustain a culture of continuous improvement in their schools/districts.
  • Improving student learning and professional practice requires continual systemic and organizational change.

Our Vision

Northwest Georgia RESA envisions every educator in its service area performing at a proficient level or higher to produce students who can perform at the proficient level or higher on developmentally appropriate student measures.

Our Mission

Northwest Georgia RESA meets each educator where he/she is performing and increases both educator and student outcomes through strategic, intentional, job embedded professional learning for its teachers and leaders. We seek to develop professionals who can become proficient in leading every student to his/her highest level of ability (zone of proximal development).


Professional Learning Communities
We believe that the most impactful professional learning occurs within the context of professional learning communities that are committed to continuous improvement, collective responsibility, and goal setting and alignment.

Leadership
We believe professional learning that increases educator effectiveness and student achievement requires a skillful leader who develops structures and supports to ensure quality implementation.  

Resources
We believe professional learning that increases educator effectiveness and student performance requires prioritizing, monitoring, and coordinating of resources (time, money, etc.).

Data
We believe professional learning that increases educator effectiveness and student achievement uses multiple sources of data to plan, assess, and evaluate professional learning. We further believe that data from teaching and learning processes has the strongest evidentiary value in predicting future student learning trajectories.

Learning Designs
We believe professional learning that increases educator effectiveness and student achievement blends theory and research, research-based practices, and models of effective practice to achieve its intended outcomes. 

Implementation
We believe professional learning that increases educator effectiveness and student achievement has an evidentiary base for its long-term sustainability in the learning environment. 

Outcomes
We believe professional learning is to be tightly coupled with student achievement, as evidence of increased educator effectiveness and impact.


Northwest Georgia RESA’s Conceptual Framework for Professional Learning is informed (although not solely) by the following professional organizations:

  • Achieve
  • American Association of Colleges for Teacher Education (AACTE)
  • American Association of School Administrators (AASA)
  • Association of Career and Technical Educators (ACTE)
  • Council for Exceptional Children (CEC)
  • Council of Chief State School Officers
  • International Literacy Association/International Reading Association (ILA/IRA)
  • International Society for Technology in Education (ISTE)
  • Interstate School Leaders Licensure Consortium (ISLLC)  
  • Interstate Teacher Assessment and Support Consortium (InTASC)
  • Learning Forward
  • National Association of Elementary School Principals (NAESP)
  • National Association for Gifted Children (NAGC)
  • National Association of Secondary School Principals (NASSP)
  • National Association of State Directors of Special Education (NASDSE)
  • National Commission on Teaching and America’s Future (NCTAF)
  • National Council for the Social Studies (NCSS)
  • National Council of Teachers of Mathematics (NCTM)
  • National Science Teachers Association (NSTA)
  • National Education Association (NEA)
  • National School Boards Association (NSBA)
  • Teachers College at Columbia University
  • TeachingWorks at University of Michigan

Contacts

Director:
  Karen Faircloth - ext. 37

Administrative Assistant:
  Starr Dees - ext. 15

Coordinator:
  Sherry Bandyext. 36

Registrar:
  Monica Harrisext. 28

Support Staff:
  Sherry Blackwell - ext. 34