How often do teacher professional developments actually produce change? While money and time are committed to professional development, its utility is frequently interrogated. Fortunately, I had the opportunity to talk with Jill Harrison Berg about their book Uprooting Instructional Inequity: The Power of Inquiry-Based Professional Learning. Join us as we discuss what it means to apply the principles of grade-level, engaging, affirming, and meaningful instruction to the education of educators. This is The LP.
Jill Harrison Berg, Ed.D. is a leadership coach, school improvement consultant, researcher and writer specializing in leadership for instructional equity. Dr. Berg is the author of three books and numerous articles that synthesize lessons from her deep work in schools and school systems.
Key Takeaways
- Professional development should focus on what students need teachers to learn, not what teachers prefer to study.
- Effective teaching requires collaboration across classrooms, combining diverse expertise and experiences to serve all students.
- Meaningful change happens when teachers’ mindsets, practices, and school systems transform together.
- Trust-building is essential for honest feedback and professional growth in schools. Inquiry-based learning enables teachers to collect data that advocates for necessary systemic changes.
Resources
- Video Panel: Education Now – How Do We Improve the Workplace for Teachers? by Harvard Graduate School of Education
- Book: Culturally Responsive School Leadership by Muhammad Khalifa
- Podcast: How Our Instructional Mindset Evolved During Another Year of Pandemic Teaching and Learning by BRN
- Book: Leading in Sync: Teacher Leaders and Principals Working Together for Student Learning by Jill Harrison Berg
