Transforming professional learning: Why teachers’ learning must be individualized—and HOW
How can teachers’ expertise be spread more systematically and widely? How can states and districts recognize the learning of teachers? And how can schools and districts create the conditions for teachers to lead so that their students learn in deep and personalized ways?
In a paper featured at Pearson’s 2016 Conference on Teaching: Teachers Individualizing Learning, Barnett Berry explores these questions, drawing on new research evidence as well as insights from teachers across the country, who learn from one another in a virtual community as part of the Center for Teaching Quality (CTQ) Collaboratory.
Barnett Berry currently serves as founding director of ALL4SC at the University of South Carolina. Prior to founding CTQ in 1999, Barnett served as a high school social studies teacher, think tank analyst, senior state education agency leader, and university professor. Barnett has written extensively on teaching policy, accountability, and school reform as well as co-authoring two books, Teaching 2030 and Teacherpreneurs. He serves on numerous national advisory boards and task forces, and consults with other organizations in the service of public education and the teaching profession.
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