One common faculty complaint of professional development is that it doesn't lead to improvement. Four years ago that was certainly the way many educators felt here in the Farmington Public Schools in central Connecticut. Even though providing engaging professional development is a hard challenge, we were committed to finding ways to make PD more responsive and relevant. Hearing from our teachers that this was a pain point for them strengthened our resolve to act.
How did we know that so many educators felt overlooked by our professional learning efforts? In short, we asked them. At Farmington, we have collected feedback from...
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