Teachers often participate in a professional learning experience, a continual commitment to engaging with students. A Monroe One professional developer collaborated on exploring the lasting impacts of instructional improvement, and her findings were recently published in a state journal.
Jeanette Adams-Price is an instructional specialist with Monroe One, leading initiatives on student-centered and formative assessment. She collaborated with Dr. Giselle O. Martin-Kniep, who is the President and Founder of Learner-Centered Initiatives, Ltd., in NYC, to highlight the Monroe Assessment Project (M.A.P.).
The pair published an article titled ‘Professional Learning that Lasts’ in the recent issue of the New York State Association of Supervision and Curriculum Development’s (NYSASCD) official journal. It illustrates M.A.P. and the lasting impact it has on participants.
M.A.P. is a five-year program focused on the curriculum-embedded use of formative assessments.
The article includes compelling evidence Dr. Martin-Kniep and Adams-Price gathered over time, illustrating “ongoing, sustained and deep learning for participants that transferred to remote and hybrid learning environments.”
The authors noted M.A.P. prepared teachers to readily adapt to the changes that occurred during the COVID-19 pandemic. Specifically, it enables them to “transfer their learning to unfamiliar and challenging learning environments.”
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