Curriculum-Based Professional Learning (CBPL) is a method of high-quality professional development that can significantly improve student outcomes. It ensures that teachers fully understand the state-approved high-quality instructional materials they use in the classroom and are prepared to deliver instruction that meets the Mississippi College- and Career-Readiness Standards (MCCRS). CBPL is closely linked to increased student achievement, as it equips teachers with essential skills, knowledge, and strategies for effective instruction, resulting in improved learning outcomes for students. When teachers engage in relevant, evidence-based, and ongoing professional development that concentrates on student needs, they become better equipped to foster student success.
CBPL Types
- Launch occurs when new materials are adopted, or a teacher or leader is new to a district or grade level. It aids educators in understanding how the materials are designed and intended to be used.
- Implementation occurs when stakeholders understand how the HQIM aligns with the academic vision and ensure that students master grade-level content by the end of the year. They are more likely to invest in their long-term success. Engage stakeholders early and often to ensure they grasp the curriculum’s approach and design, acting as ambassadors for the materials in their schools. Most importantly, teachers should have ample time to receive meaningful initial training on the adopted curriculum.
- Ongoing PL for Teachers is the regular, ongoing support that aids all educators, especially those new to the profession, in implementing HQIM effectively. This professional learning may take the form of collaborative learning or coaching. It includes teachers’ understanding of when to use the curricula with fidelity and integrity.
- System Design and Leader Support generally offers more customized training aimed at helping local education agencies (LEAs) create the necessary conditions and training to support teachers and foster sustainability within the school.
CBPL Models
It should include the following features: 1) high-quality instructional materials at the center; 2) development of teachers’ content knowledge and pedagogical content knowledge within the context of HQIM; 3) grounding in evidence of student learning with an emphasis on evidence-informed decision-making; 4) attention to teacher motivation and mindset; 5) differentiation of support for new and developing teachers; 6) occurrence on a regular and predictable basis; and 7) support from leadership.
- Consultation: Discussion with experts (HQIM publishers, HQPL providers, and state education agencies) to support curriculum design and implementation.
- Coaching/Mentoring: Job-embedded expert support of instructional practices or curriculum implementation from a school-based or external partner.
- Collaborative Planning Time: A collaborative group organized and led by teachers to help strengthen professional development in areas of common interest.
- Workshops: Stand-alone synchronous or asynchronous learning experiences are designed to build educator capacity in implementing and applying specific goals, methods, instructional material components, and assessments.