Personalized Learning Journeys

The materials covered in a learning journey is often similar to what is presented at a workshop. The difference is that the specific content is tailored to each teacher. And rather front-loading 6-hours of information, new concepts are presented gradually, so teachers can try each strategy in their class and decide if they want to dive deeper or move on to the next tip.

We typically recommend three categories of participating teachers: new recruits, high achievers, and developing educators. 1st and 2nd year teachers are often willing learners who certainly need the help. High achievers are that way because they are motivated to constantly approve. Finally, if you are assigning educators for cause, we require that you have communicated (to them and to us) the specific improvement you are looking for.

Teachers meet with coaches every other week of a Learning Journey. On the intervening weeks, teachers complete action steps and coaches provide feedback on the evidence collected. During a single (half-year) cycle, teachers will have six 45-minute sessions with their coach. In a full-year cycle, teachers will have twelve meetings with their coach.

In many ways, virtual coaches are more aware of what is happening in their teachers’ classrooms. Because of our evidence-based process, virtual coaches rely on objective insights from video, student surveys, data, and other artifacts of learning. As they review evidence in follow-up sessions, coaches guide teachers to draw their own conclusions, rather than simply offering advice.

While we’re happy to support your entire team, it’s usually helpful to start with a targeted cohort. This ensures that the help is going to the teachers who will benefit the most, and allows you to assess the impact on s smaller scale before rolling out to your entire school or district.

The impact of any professional learning initiative can be measured by how it improves the learning experience for students. But it may take several years to measure such results. And coaches are not there to evaluate teachers. Instead, we conduct self-assessments with teachers, encouraging them to consider the evidence collected throughout their journey, and to evaluate their satisfaction with the process. We also report each teacher’s goal and level of participation, and encourage leaders to compare teacher evaluations from before and after each cycle.

Of course! Many of our teachers also get help from an on-site coach. Most on-site coaches support a large number of teachers in a range of topics. In a Learning Journey, teachers work through a structured process, focusing on a single area of practice. We match teachers with a coach who specializes in their grade level and area of interest. Teachers can schedule sessions for whatever period works best for them. Many teachers prefer the added confidentiality of working with a coach outside of the building.

We encourage administrators to visit their dashboard at least once a week. Someone from your leadership team should meet with each participating teacher before and after their cycle to ensure the work is aligned with the school vision. We also recommend that administrators conduct additional check-ins when a teacher has missed a meeting or action step.