Job Embedded Professional Learning Models

Comparison of Job Embedded Professional Learning



Looks Like


Ruth Mitchell

Examining Student work

Uses a process, SIP (Standards in Practice) to ensure alignment between student learning and standards; 6 steps involved which include examining student work, identifying standards, using a rubric to evaluate, and developing an action plan

Ensures regular, structured conversations about assignments and instruction; encourages alignment between what is taught and tested; supports collaboration and teaming

Richard Stiggins

Team learning

Small teams discussing and learning about instruction and assessment; includes all staff

Options for individual as well as collaborative study; identification of needed training; study includes implementation with an evaluation component

Jeffrey Glanz

Action Research

Uses some aspects of formal research: raising a question about how to improve; collecting data, analyzing data and taking action; evaluating impact of action

Continuous involvement in assessing instruction and student learning; areas of instruction may include teaching of writing, math, and reading, cooperative learning, teaching learning disabled in general education, effective teaching for block, and alternatives for classroom discipline

David Rappaport


Members coalesce around specific issues or courses of action

Successful cadres put themselves out of business by solving problems, then new cadres can be formed to address new challenges

Kathy Harwell-Kee

Cognitive Coaching

Participants talking, planning and acting in purposeful ways; participants offering feedback as identified by the recipient

Can occur at any moment of the day when two people have a purposeful conversation about students and their learning; involves respectful collegial reflection about instruction

Joellen Killion


Recording observations, toying with various perspectives, analyzing practices, interpreting understanding of topics, keeping records, making comments, or reconstructing experiences; may be shared with colleagues for response, feedback, interpretation or comments

Involves writing and gives learners a change to clarify a process and ideas, form new ideas, and connect to prior knowledge regarding instruction and their students’ achievement; may be used as a tool in sustained staff development or as dialogue journals

Shirley Hord & Harvetta Robertson

Listening to Students

Interview students in small groups regarding learning, expectations, and instruction

Students are interviewed to gather their perceptions about school; school personnel listen and act of what students have to say

Pam Robbins


Experienced professionals support newcomers through instructional collegiality and problem solving

Mentors learn and grow as they help/support a new person; the new person is familiarized with the school culture, policies and practices, is given assistance on curriculum, instructions, classroom management and classroom climate; teacher retention increases

Carlene Murphy

Study Groups

Every professional joins a group who studies student data, determines and prioritizes needs and finds resources, creates and implements an action plan, studies impact on student achievement

All faculty members are involved;  increased student achievement

Fred Wood
Frank McQuarre Jr.


Teachers and administrators record/summarize key events in their work life in writing or on tape; they reflect on experiences and report on what they have learned; periodically they summarize what they have learned and share with colleagues

Facilitates learning from successes and problems encountered during the work day; identifies what works and what does not, identifies areas for improvement