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Summer BETA

Learning Progressions

Guided learning, available anytime, anywhere.

Great teachers sharing the essential classroom strategies, dispositions, and expertise
that count for them and for their districts.

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Co-designed with teachers to align your work to the skills, knowledge, and dispositions you need to be most effective, Learning Progressions deliver practical, evidence-based learning in each of the most common classroom challenges teachers face.


No matter how many years you have taught or the subject you’re teaching, there are times when you need to learn new strategies or seek guidance to manage instruction or to meet immediate classroom challenges.

Those are the right times for TeachingPartners Learning Progressions.

TeachingPartners Learning Progressions are teacher-led trainings that deliver on-demand virtual learning and coaching. Co-designed with teachers to align your work to the skills, knowledge, and dispositions you need to be effective, they deliver practical, evidence-based learning in each of the most common classroom challenges teachers face.

Each Learning Progression is:

  • Drawn from education research on effective classroom practice;
  • Aligned with expressed teacher needs and interests and grounded in the realities of the classroom; and
  • Correlated to evaluation feedback, so that you can meet the demands of your schools and districts while also furthering their own desire for learning

Because TeachingPartners Learning Progressions have been co-designed by teachers, they present the information teachers need most in the ways that teachers learn best.

You can make use of specific Learning Progressions within grade bands; within content areas (i.e., ELA, Math, Science and/or Social Studies); and—once you’ve selected a Learning Progression you wish to explore—over the course of weeks or months depending on the complexity of the skills or knowledge you wish to develop.

No matter the topic you choose, you can move at your own pace from novice to expert. You can explore the individual skills, knowledge, and dispositions that comprise a Learning Progression at any point, personalizing your professional learning based on your prior knowledge or in response to specific feedback you’ve received about your current capabilities. And, you can make decisions on your own about how you progress within a specific Learning Progression along a continuum of learning—one in which you develop and demonstrate deeper, broader, and more sophisticated expertise over time.

A typical progression presents real-life classroom teachers offering their solutions to genuine classroom challenges in ways that integrate text, illustrations, and video, and that make use of online chats and group discussions. Each progression begins with an introductory overview followed by sections that provide immediate “how to” guidance that empowers you to take specific, effective action in your classroom.

Though you can work through each progression independently, you’re never learning alone—except when you want to be. You always have access to a network of experienced teachers and peers, so you can ask questions and get advice from other teachers. And access to peers who share your both your classroom experience and professional learning aims has never been more important—it’s even more essential now, in a time when on-site coaching budgets are being cut, and especially if you are a new teacher or are assigned to a new subject, grade, or school.

Learning Progressions are also designed to meet your own personal learning aims. You can access any Learning Progression whenever you wish, or you can participate to earn PD credit, a micro-credential and/or some other valued incentive for completion. If you are earning credit for your efforts, you complete a series of self-paced tasks and a final product—these might include a reflection, for example, together with a video of your implementation of an instructional strategy or lesson. These final products provide evidence of both your understanding and your ability to implement the strategy, and they are scored by mentor teachers with constructive feedback to help you improve your practice.

This summer as part of our public Beta, we’re sharing the first set of TeachingPartners Learning Progressions—resources focused on key academic approaches in K-3 classrooms.

Beginning this fall, we’ll introduce more and more Learning Progressions in two broad categories, each category serving a number of academic subjects and a variety of grade-level strands.

This broader collection of Learning Progressions will focus on:

  • Delivering Rigorous Academic Learning—particularly on those skills, knowledge, and dispositions that enable teachers to effectively establish the classroom as a place of rigorous academic learning. Each will include sessions that teach critical content; that employ instructional strategies that stretch students to think and explore ideas; and that encourage students’ developing their abilities to effectively apply academic practices.
  • Creating Productive and Supportive Communities of Learning—particularly on those skills, knowledge, and dispositions that empower teachers to create a productive, supportive community of learners. Each will include sessions that help teachers both develop students’ ability to work together and their ability to serve as members of a productive learning community

In the meantime, we invite you to review the Learning Progressions available here, as part of our Summer Beta.

Have an idea for a specific learning progression you think would be helpful to you, or to other teachers? Please drop us a line at newideas@teachingpartners.com; or join the TeachingPartners Group, TeachingPartners: Learning That Counts, to share your ideas and meet other teachers with similar experiences and interests.

PK-3

Turn and Talk

COMING SOON

Turn and Talk is a high-leverage instructional strategy used during classroom activities to signal students to engage in face-to-face short conversations in pairs or threesomes. This progression helps PreK-3 teachers use Turn and Talk strategically so that students both deepen and extend their thinking and practice their critical language skills and discourse behaviors.
  • Six hours of instruction
  • 15 individual videos
  • Two hours of continuing education credit

 

PK-3

Setting the Learning Target

COMING SOON

Setting the Learning Target is an instructional strategy that helps teachers frame lessons from the students’ point of view—a practice that both empowers learners and helps them understand how they can successfully accomplish the day’s learning. This progression helps PreK-3 teachers use student-friendly language to present a lesson’s purpose, to introduce the skills students will be learning, and to explain to students how they will demonstrate their understanding and the “look fors” that determine mastery.
  • Six hours of instruction
  • 15 individual videos
  • Two hours of continuing education credit

PK-3

Monitoring Understanding

COMING SOON

Monitoring Understanding is an instructional practice teachers use to “check” for comprehension, learning needs and academic progress during a lesson or unit. This approach provides both PreK-3 teachers and students with information that “moves” the learning. In this progression, teachers learn to use this strategy and the resulting information to adjust instruction in the moment, plan future instruction, and provide pivotal student feedback.
  • Six hours of instruction
  • 15 individual videos
  • Two hours of continuing education credit

PK-3

Pacing

COMING SOON

Pacing is the speed at which the teacher moves through the components of the lesson in order to maintain student engagement in the learning. This progression helps PreK-3 teachers learn to implement pacing strategies that create instructional rhythm within a lesson—pacing in which the lesson moves at a speed that yields optimal student learning; not so slow that energy wanes, nor so fast that students become confused or frustrated.


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