This blog digs into the key findings from two MVLRI research studies exploring educator engagement with professional learning (PL), their beliefs about implementing what they’ve learned, and insights into continuing to tailor PL to meet educators’ needs.
Not only is the professional learning happening within Michigan’s Grand Ledge Public Schools continuous and collaborative, it is also rooted in their strategic plan, reflective of their beliefs about student learning, and personalized to fit the unique needs of each staff member.
What do educators actually WANT out of their professional learning experiences? This is a question my colleague Danielle, who contributed significantly to this study and
Part 1 of this blog series digs into the results of a survey on what educators need and want from their professional learning experiences. Here
Based on direct input from learners via end-of-course survey data, Michigan Virtual’s Instructional Product Development team gleaned the effective practices outlined in this blog in order to improve their course development and better meet the needs of the educators whom they serve.
Based on direct input from learners via end-of-course survey data, Michigan Virtual’s Instructional Product Development team gleaned the effective practices outlined in this blog in order to improve their course development and better meet the needs of the educators whom they serve.
Based on direct input from learners via end-of-course survey data, Michigan Virtual’s Professional Learning Services team has modernized their professional learning for educators while modeling effective practices for student-centered learning.
On Tuesday, February 23, 2021, hundreds of educators and administrators participated in the Teaching for Today & Tomorrow conference presented by Michigan Association of Secondary
True collegial groups among teachers, in any context, still remain the exception and not the norm in many schools — especially for online teachers.
In our last post on instructional leadership, we touched on the issue of professional development (PD) and the necessity of providing online teachers with ongoing training, support, and PD. This post will expand on the critical importance of PD for new online teachers and ongoing PD for all online teachers.
Teachers, I’d like to introduce you to my new friend, 2019. We’ve just met, but I have the feeling we’re going to get along splendidly.
When it comes to our students, we strive to foster growth mindsets and implement competency-based learning in our classrooms. But when it comes to our own professional development, we
I’m not ashamed to admit it — I’m 34, married with three children and I still like to play video games. While the Sega Genesis
My colleagues, Kelli Hixon and Stacey Schuh, regularly facilitate blended learning regional events across the state. In most cases, they’ve partnered up with intermediate school
Throughout my childhood, I had teachers I connected with in a way I will never forget, while others have faded in my memories. What is the extra “something” those teachers possess? I think I’ve finally figured it out.
Exploring a blended learning project from start to finish.
