Professional Learning that Lasts Giselle O. Martin-Kniep, Jeanette Adams-Price
Over time, we gathered compelling evidence of ongoing, sustained and deep learning for participants that transferred to remote and hybrid learning environments. Dr. Giselle O. Martin-Kniep is President and Founder of Learner-Centered Initiatives, Ltd., in NYC, NY. She is a recognized author and international consultant in the areas of standardsbased assessment, systems thinking, professional learning communities, and program evaluation. Her current work focuses on the integration of learner-centered and culturally responsive practices. Follow her on Twitter at @GiselleLCI. We acknowledge the contributions from MAPpers Barry DeSain (video), Jude Dietz, Karen Finter, Molly Fuller, Linda Law, Lindsay Porter, Jennifer Vibber, and Tracy Wyant.
Have you ever attended a professional learning experience and wondered why you were there? Have you ever wondered how you would get enough support to implement what you were learning? We’ve all been there at some point in our careers, yet when done right it can lead to lasting improved teacher and student outcomes (Darling-Hammond, et al., 2017). When professional learning is structured as a concerted effort over time, wedding theory to practice and creating ownership of the experience because of the way it is personalized, it can be transformative. This was the case for the Monroe Assessment Project (M.A.P.), a five-year program focused on the curriculum-embedded use of formative assessments. Over time, we gathered compelling evidence of ongoing, sustained and deep learning for participants that transferred to remote and hybrid learning environments. When the lines of time, space, and distance were blurred due to COVID-19, teachers who participated in M.A.P. were more readily able to pivot to the hybrid and remote learning environments. Five components comprise an impactful professional learning 23
