Teacher-Powered Models: Transforming Professional Learning from the Inside Out
Take an in-depth look at how to infuse professional learning with a practitioner voice and choice to transform teaching practices from the bottom up and inside out. While many professional learning approaches typically focus on improvement in practice, policy or procedures at the program level, they can also be embraced and impacted on the ground by involving teachers in a co-design process and embedding reflective practice. This session will include insights from the Early Learning Lab’s work to shift from business as usual to nextgen strategies in early childhood. We will discuss piloted, concrete examples of support strategies for making changes to existing practices/systems. In addition, participants will get an opportunity to participate in a hands-on mini-design session aimed at addressing an early childhood challenge.
Chris brings more than 40 years of early childhood field experience to the Early Learning Lab. She works alongside California communities to co-design and implement professional development for teachers, and is passionate about helping teachers see the impact of their own interactions with children. With a long-standing track record in education, Chris’ experience includes translating research to practice, teaching young children, developing academic curricula, implementing innovative practices in curricula, assessment and continuous improvement. Her work has spanned the nonprofit and for-profit sectors at both the local and federal levels. Chris’ professional experience has been informed by her studies at Kent State where she earned a master’s degree in Child Development and Family Studies.