Teacher Development for Deeper Learning

How do adult educators utilize each other and work together to improve instruction? Abeo’s approach to adult learning and professional development actively engages educators in learning with colleagues, centering on highly relevant learning experiences that model the deep thinking required to teach in today's classroom. 


key Research-based Activities and processes

We bring a number of processes and strategies to our work, all custom tailored to the needs of the school, system, or organization.  Some key strategies:

 

        

      

 

Teaching in a way that prepares young people for success in college is a matter of equity for students in high poverty environments. Our College Prepared Project (CPP) has engaged hundreds of teachers in rigorous work around teaching for deep understanding.  Teachers engage in active collaboration guided by highly effective frameworks that define college-ready work in the academic and affective domains.

 
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Our observe-analyze-practice processes create dynamic learning-intensive experiences designed for improvement. Studio Classrooms use active lesson-study techniques, recognized by current research as highly effective methodologies for development. Educational Rounds are based on the medical model: observational processes to develop effective standards-based, college-ready teaching at all levels of school and throughout a district.  

 
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Abeo works to develop the leadership capacity of embedded coaches to sustain site-based embedded and continuous professional development.  We assist schools and organizations in the identification of learning and development priorities and assist in building the structures needed for effective coaching for improvement, using data/evidence, collaboration, inquiry and reflection as a framework for growth.

 

We work with teams of all kinds, from Professional Learning Communities to Teacher Leadership Teams, working to assess and tune communication, collaboration techniques, and the quality of learning for optimal results. 


So much of our professional development is more ‘training’ than development: training for new books, training how to use new curriculum, training how to use the new books with the new curriculum. College Prepared Project is different; it has provoked a shift in my educational philosophy—a shift toward more rigorous and engaging tasks for students and toward standards based instruction using college readiness standards.
— Nathan Gibbs-Bowling, Washington State Teacher of the Year 2015, Lincoln High School, Tacoma, Washington

A Closer Look: See the foundational thought and the logic of the College prepared project: