Break down the barriers that keep professional learning from sticking!Real professional learning takes place when there is a permanent change in practice. This book outlines what it means to intentionally interrupt the status quo in order to overcome barriers to learning that impede permanent change. The authors explain the psychological processes involved in learning and which biases get in the way of making professional learning stick. Staff developers will find tools and strategies for:Moving professional learning beyond activities to deepen conceptual changeEnabling new learning by building three key capacities: a learning focus, collaborative inquiry, and instructional leadershipEmbedding and sustaining a true learning culture in schools
Steven Katz is the Director of Aporia Consulting Ltd. and a faculty-member in Applied Psychology & Human Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE, UT), where he teaches in the Child Study and Education graduate program. He is the recipient of the OISE, UT-wide award for teaching excellence. Steven has a Ph.D. in human development and applied psychology, with a specialization in applied cognitive science. His areas of expertise include cognition and learning, teacher education, networked learning communities, leading professional learning, and evidence-informed decision-making for school improvement. He has received the Governor General's medal for excellence in his field, and has been involved in research and evaluation, professional development, and consulting with a host of educational organizations around the world. He is an author of several best-selling books, including Leading Schools in a Data-Rich World, Building and Connecting Learning Communities, and Intentional Interruption. Lisa Ain Dack is a senior associate at Aporia Consulting Ltd. and an instructor in the Master of Teaching Program and the Master of Child Study and Education Program at the Ontario Institute for Studies in Education of the University of Toronto (OISE, UT). Lisa has a Ph.D. in Developmental Psychology and Education from OISE, UT, with a collaborative degree in Developmental Science. Lisa facilitates Leader Learning Teams in various school districts in Ontario. She leads numerous research projects investigating learning teams, and is involved in research projects on assessment and evaluation. She also undertakes program evaluations at both the primary and secondary levels. In addition, Lisa leads workshops for administrators and teachers throughout Ontario on Leader Learning Teams, professional learning, and data-driven decision making. Lisa is an author of the best-selling book Intentional Interruption.