SPOTLIGHT ON THE NORTH CAROLINA PROFESSIONAL DEVELOPMENT STANDARDS

MODULE 3: THE CONTEXT STANDARDS

Context standards describe a supportive learning environment and the essential qualities of a learning organization. Context standards outline the conditions for quality adult learning.

The culture in which learning takes place must:

• Support continuous learning;
• Provide strong leadership that values learning;
• Align individual learning goals with the school s and district s strategic plan and goals;
• Provide adequate time for learning;
• Acknowledge professional development as essential to the school reform process.

Without a supportive learning environment, learners will hesitate to experiment with new learning, to risk implementing new strategies that may cause temporary discomfort and loss of effectiveness, or to make long-term changes in their practices.

The standards establish the expectation of excellence in professional development; the context-process-content framework gives us a meaningful way to talk about the standards and to see how they relate to one another.

There are three context standards: Learning Communities, Leadership, and Resources. Look at each and consider the implications for schools, districts, and Department of Public Instruction personnel.

• Learning Communities: Professional development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district.
  
  Questions for Thought
  1. What is your definition of a learning community?
  2. What structures must be in place within a school or district for a true learning community to exist and function?
  3. What does a learning community ‘look’ like and ‘sound’ like?
  4. What leadership does a state agency such as the Department of Public Instruction need to provide to a school or district related to this standard?
  5. Identify the skill sets and knowledge that state leaders (e.g. Department of Public Instruction consultants) need to provide leadership related to this standard?



• Leadership: Professional development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.
  
  Questions for Thought
  1. Identify the different ‘leaders’ in a school and/or district. What professional development does each leader or group of leaders need?
  2. What skills, knowledge, attitudes, behaviors, and experiences do state leaders (e.g. Department of Public Instruction consultants) need related to this standard?



• Resources: Professional development that improves the learning of all students requires resources to support adult learning and collaboration.
  
  Questions for Thought
  1. Time, money, and personnel seem to be the three resources cited most often as being critical to successful professional development programs, yet these three seem to always be in ‘short supply.’ Since neither can be ‘created,’ how might schools or districts better utilize the existing resources?
  2. How might state agencies (e.g. Department of Public Instruction) better utilize its limited resources – time, money, personnel?

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