October 9, 2014
“We know that in order to teach,
we must be learners first.“
Have you ever wondered how we do what we say we do at Walden School? Director of Studies Terra Toscano says, “We know that in order to teach, we must be learners first.“ Without an ongoing commitment to professional development, the work that we do at Walden could not take place.
Similar to how we teach, Walden teachers engage in personal inquiry and collective inquiry to grow in their practice. Every year, each teacher maps out specific goals to improve professional competence, to keep abreast of the latest research in education, and to nurture their interest in lifelong learning.
Our curriculum partnerships often come with a person or group that facilitates dialogue around the latest body of knowledge within that discipline, and works alongside teachers to bring it to life in their classrooms. In a partnership, our teachers have the opportunity to contribute to the growing body of knowledge while learning. This leads to empowerment and ownership of their teaching.
An example of this: Walden is just wrapping up a 30 month partnership focused on differentiation in mathematics with USC Rossier School of Education, and our USC trainers are now asking Walden teachers to present their findings at a national conference.
This year, our partnership continues with Teachers College Columbia University focusing on Reading Workshop, as well as a study with the Institute for Social and Emotional Learning that began with sending seven faculty catalysts to a conference in Washington D.C. over the summer.
Walden faculty want to increase their understanding of how children learn, how best to teach children, and how to transform the latest research into actual curriculum. Professional development through case studies, in-services, conferences, workshops, partnerships, formal coursework, coaching, mentoring, reflective supervision, consultations, and other facilitated learning, is an important expression of how we do what we say we do.