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From Professional Development to Professional Learning: Intentionally designed support structures shift professional learning from one-off events to sustainable daily practice.

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Title: From Professional Development to Professional Learning: Intentionally designed support structures shift professional learning from one-off events to sustainable daily practice.
Authors: HOLLOWAY, JESSICA1, CHURCH, NAOMI2, MCKEE, KENNY3, MUSIOWSKY, TAMMY4
Source: Educational Leadership. May2026, Vol. 83 Issue 8, p8-13. 6p.
Subject Terms: *Teacher development, *Educational coaching, *Observation (Educational method), *Teacher organizations, *Effective teaching, Cooperation, Reflection (Philosophy)
Abstract: The article focuses on the shift from traditional professional development to continuous professional learning that supports long-term instructional improvement through collaboration, reflection, and teacher agency. Topics include the importance of designing flexible and inclusive learning experiences for educators and the role of collaborative practices such as coaching and learning walks in strengthening teaching.
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
An: 193675256
AccessLevel: 6
PubType: Periodical
PubTypeId: serialPeriodical
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  Data: From Professional Development to Professional Learning: Intentionally designed support structures shift professional learning from one-off events to sustainable daily practice.
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  Data: <searchLink fieldCode="AR" term="%22HOLLOWAY%2C+JESSICA%22">HOLLOWAY, JESSICA</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22CHURCH%2C+NAOMI%22">CHURCH, NAOMI</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22MCKEE%2C+KENNY%22">MCKEE, KENNY</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22MUSIOWSKY%2C+TAMMY%22">MUSIOWSKY, TAMMY</searchLink><relatesTo>4</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Leadership%22">Educational Leadership</searchLink>. May2026, Vol. 83 Issue 8, p8-13. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+coaching%22">Educational coaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+organizations%22">Teacher organizations</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection+%28Philosophy%29%22">Reflection (Philosophy)</searchLink>
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  Data: The article focuses on the shift from traditional professional development to continuous professional learning that supports long-term instructional improvement through collaboration, reflection, and teacher agency. Topics include the importance of designing flexible and inclusive learning experiences for educators and the role of collaborative practices such as coaching and learning walks in strengthening teaching.
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193675256
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      – Code: eng
        Text: English
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        PageCount: 6
        StartPage: 8
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      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Educational coaching
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      – SubjectFull: Observation (Educational method)
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      – SubjectFull: Teacher organizations
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      – SubjectFull: Effective teaching
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      – SubjectFull: Cooperation
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      – SubjectFull: Reflection (Philosophy)
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      – TitleFull: From Professional Development to Professional Learning: Intentionally designed support structures shift professional learning from one-off events to sustainable daily practice.
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            NameFull: HOLLOWAY, JESSICA
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            NameFull: CHURCH, NAOMI
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            NameFull: MCKEE, KENNY
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            – D: 01
              M: 05
              Text: May2026
              Type: published
              Y: 2026
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            – TitleFull: Educational Leadership
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