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Intentional Interruption
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Break down the barriers that keep professional learning from sticking! Real professional learning takes place when there is a permanent change in practice. This book outlines what it means to intentionally interrupt the status quo in order to overcome barriers to learning that impede permanent change. The authors explain the psychological processes involved in learning and which biases get in the way of making professional learning stick. Staff developers will find tools and strategies for: * Moving professional learning beyond activities to deepen conceptual change* Enabling new learning by building three key capacities: a learning focus, collaborative inquiry, and instructional leadership* Embedding and sustaining a true learning culture in schools
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Table of Contents

Preface Acknowledgments About the Authors 1. From Activity to Learning 2. The (Very) Hard Work of Learning 3. The Problem With Professional Learning 4. How Do Focus, Collaborative Inquiry, and Instructional Leadership Enable Learning? 5. The Barriers: How Our Minds Get in the Way 6. Intentional Interruption References Index

About the Author

Steven Katz is the Director of Aporia Consulting Ltd. and a faculty-member in Applied Psychology & Human Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE, UT), where he teaches in the Child Study and Education graduate program. He is the recipient of the OISE, UT-wide award for teaching excellence. Steven has a Ph.D. in human development and applied psychology, with a specialization in applied cognitive science. His areas of expertise include cognition and learning, teacher education, networked learning communities, leading professional learning, and evidence-informed decision-making for school improvement. He has received the Governor General's medal for excellence in his field, and has been involved in research and evaluation, professional development, and consulting with a host of educational organizations around the world. He is an author of several best-selling books, including Leading Schools in a Data-Rich World, Building and Connecting Learning Communities, and Intentional Interruption. Lisa Ain Dack is a senior associate at Aporia Consulting Ltd. and an instructor in the Master of Teaching Program and the Master of Child Study and Education Program at the Ontario Institute for Studies in Education of the University of Toronto (OISE, UT). Lisa has a Ph.D. in Developmental Psychology and Education from OISE, UT, with a collaborative degree in Developmental Science. Lisa facilitates Leader Learning Teams in various school districts in Ontario. She leads numerous research projects investigating learning teams, and is involved in research projects on assessment and evaluation. She also undertakes program evaluations at both the primary and secondary levels. In addition, Lisa leads workshops for administrators and teachers throughout Ontario on Leader Learning Teams, professional learning, and data-driven decision making. Lisa is an author of the best-selling book Intentional Interruption.

Reviews

"Educators have spent the last several years becoming proficient at discussing student work and student learning. It's now time to shift our work and thinking to how we, as educators, learn. Intentional Interruption defines true professional learning, identifies the barriers to that kind of learning and offers suggestions for making educator learning the focus of our learning communities. This book will change the way you think of `professional development.'" -- Melanie Sendzik, Principal "Intentional Interruption is essential reading for every educator involved in planning or facilitating professional development and professional learning communities. The authors explain why professional development often fails to achieve its purpose, and offer practical suggestions to empower teacher learning. Grounded in research about how humans think, and supported by the authors' work in schools, this book challenges the status quo of professional learning, and guides educational leaders toward wise choices for addressing the needs of teachers in their community. -- Patricia W. Newhall, Associate Director "Few books challenge your thinking of a field to this degree. The authors reveal the secret key to unlocking true professional learning and thus impact for students." -- Terry Morganti-Fisher, Consultant "In the work to implement professional learning communities (PLC's), the practice for many schools and districts has been diluted, misinterpreted, or poorly implemented. [The author(s)] incisively show how effectively to address the professional learning part of PLC's." -- Glen Ishiwata, Superintendent (Retired) "Excuse this important interruption! Before your learning team goes much further, it needs to stop, read, and collectively reflect on Katz's insights. This book will identify those sticky challenges and how you can optimize your joint work." -- Mag Gardner, Superintendent of Student Achievement

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