Professional Learning: Authentic Intellectual Work in our Schools

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Professional Learning:  Authentic Intellectual Work in our
Professional Learning:  Authentic Intellectual Work in our
Professional Learning:  Authentic Intellectual Work in our
Professional Learning:  Authentic Intellectual Work in our
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This year long plan for professional development provides teachers an opportunity to construct a common operational understanding of effective teaching based on Authentic Intellectual Work within their professional community as well as the opportunity to receive feedback on their practice in authentic settings through instructional rounds (City, Elmore, Fiarman, & Teit, 2009; FM Newmann, King, & Carmichael, 2007).

Effective professional development should be ongoing and utilize hands-on practice supported by a community of peers (Garet, Porter, Desimone, Birman, & Yoon, 2001; Fred Newmann, King, & Youngs, 2000). Reflecting on the work of Papert, Ackerman stated explained that constructionism is concerned with “how ideas get formed and transformed when expressed through different media, when actualized in particular contexts, when worked out by individual minds” (Ackermann, 2001, p. 5).

Therefore, using constructionist approaches for teacher professional development is appropriate as teachers’ practice develops and improves after receiving and acting on feedback gained through examined authentic practice (City et al., 2009).
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5
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1 Year

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Professional Learning:  Authentic Intellectual Work in our
Professional Learning:  Authentic Intellectual Work in our
Professional Learning:  Authentic Intellectual Work in our
Professional Learning:  Authentic Intellectual Work in our
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