EdVentures: Professional Learning & Doing

  "In the classroom, the only constant is change, but our brains might be playing tricks on us, convincing us that new teaching strategies are just old wine in new bottles. Let's debunk this myth and dive into the curious world of contraction bias—where progress may be more than we think." Part of the “Barriers to Professional Learning & Doing” series… First, my introduction to the Contraction Bias (CB) Support Group:   Me: “Hello, my name is Robb and I have CB”   You: “Hello, Robb”   What the heck is CB? It stands for “Contraction Bias” and it’s one of the reasons why we aren’t making headway in education reform in our districts and schools. I’m worried that I may have been part of the problem! [Enter sad face here!]   Let’s talk about this for a second…   What is Contraction Bias?   According to ScienceDirect, “One commonly observed perceptual distortion is the contraction bias - the tendency of observers to underestimate stimuli that are larger than expectations an

“Growing together isn’t just a strategy; it’s a school’s superpower. When teachers learn and systems evolve, we don’t just teach lessons—we transform futures.” Part of the “Barriers to Professional Learning & Doing” series… Ever noticed how teacher training can sometimes feel like it’s happening in a bubble? Teachers get all this new knowledge and then, without the right support from the system, it just… fizzles out. It’s not just a hunch—research shows that for teacher training to stick, the whole school environment needs to evolve alongside our educators.   One key study by Timperley et al. (2007) drives this point home. It found that effective professional development isn’t just about learning new strategies; it’s about the whole school system—policies, resources, culture—adapting to support these strategies.   And it’s not just about systems. Leaders playing an active role in this learning matters a ton. A study by Darling-Hammond, Hyler, and Gardner (2017) showed that when adm

  “Straddling the line between a physician’s care and a salesman’s zeal, educational consultants wield the dual tools of empathy and persuasion to navigate the complex world of education.” I’m climbing towards 30 years of service in education.    I’ve worked directly with Curriculum, Instruction, and Assessment and educational consulting for the last 12 or 13 years. I’ve learned that those of us serving educators as an internal or external consultant are placed in a unique position. We bring with us lots of knowledge and experience; which causes me to feel like a physician. We observe, diagnose, and provide a prescription.    On the flip side, we are faced with the idea that we have very little “mandate power.”      We can encourage and support educator development, but we can’t force it. In this respect, I feel more like a salesman, peddling curriculum and strategies like they are the cure for all the ills in education.  An Educational Consultant as a Physician My first thought is alw

"Let's move beyond learning to doing, transforming our practice and supporting achievement for ALL students. Together, we craft their success." In my journey through the dynamic landscape of education, I've come to realize the essential nature of continuously evolving teacher practice to meet the ever-changing needs of our students. Reflecting on my own experiences, I've seen firsthand the pivotal role that Professional Learning Communities (PLCs) have played in fostering collaborative learning among educators, encouraging the exchange of ideas, and promoting collective growth. Yet, through both my successes and challenges, I've recognized the need to transition towards a more action-oriented approach. Drawing from these experiences, I propose a shift from "learning" to "improvement" in our communities. This shift not only redefines our objectives but also amplifies [what should be] our commitment to not just acquiring knowledge but activel