The state of educator professional learning in this country is recognizing the need to chart new ground.
Research consistently articulates the dilemma of educator professional learning as one of misalignment: the formal professional development (PD) offered in most districts and schools does not respond to the evolving
nature of the profession and educators’ immediate needs in facilitating a 21st century classroom, responsive to a complex world. In order for teaching to remain effective in our technologically-connected, increasingly diverse world, educators find themselves needing to adapt their classroom practice daily, with the help of teacher networks through social media and other informal means, to make sure student learning leads to college and career readiness. Yet, the vast majority of professional learning provided to educators currently does not support this experience shared by many educators.
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