NCSM Conference: Strategies for Effective Curriculum-Based Professional Learning

I really appreciate how Jacob (Jake) Huckle captures the purpose behind the new MLRC School Improvement Framework — making it easier for schools to connect research on multilingual learners with coherent, practical action. At the Multilingual Learning Research Center (MLRC), our goal in developing this framework was to synthesize key insights from research into a structure that supports reflection and growth at every level: school, program, classroom, and student. With 14 themes and 60 descriptors of exemplary practice, it offers a shared language for continuous improvement and collaboration across contexts. Grateful to all our collaborators and reviewers that provided input on the Framework throughout its development! It’s exciting to see educators already engaging with the framework and finding ways to apply it in their own schools. #multilinguallearning #schoolimprovement #languageeducation #researchinformedpractice

💡 At the MLRC, we help school leadership teams make research-informed decisions and build responsive learning ecosystems for multilingual learners. Our approach is built on the MLRC School Improvement Framework, a tool developed by the MLRC in partnership with a team of global scholars. The framework is designed to reflect the nested nature of schools as complex ecosystems, with students at the center. It's organized across four levels: student, classroom, program, and school, with each level identifying important themes, research connections, and key indicators. This powerful tool allows teams to tame the complexity of schools by analyzing their own context in relation to demographic and achievement data, ultimately improving teaching quality and outcomes for all MLs. Learn more about our MLRC School Improvement Framework: https://lnkd.in/esQNGggp  #SchoolImprovement #EducationalLeadership #MultilingualLearners #MLRC #ResearchInformedDecisions 

❓ What does the evidence show about best practices for improving provision and outcomes for multilingual learners? ❓ How can we create a research-informed school ecosystem that is coherent across the four levels of school, program, classroom, and student? ❓ How can we move from research insights to practical action steps that improve our schools for multilingual learners? Throughout my career, I have often felt overwhelmed by the wealth of research we can draw upon to improve MLL provision and have wished the key insights could be synthesised into a single framework that articulates what best practice looks like. The new Multilingual Learning Research Center MLRC School Improvement Framework meets this need: https://lnkd.in/ed4ndK6x There are 60 specific descriptors of exemplary practice, organised into 14 themes on 4 levels. I think this framework could be truly transformative for both the daily practice of classroom teachers and EAL/MLL specialists as well as higher-level strategic development and school leadership. MLRC School Network member schools can check out the self-study inventory and playbook tools on the MLRC hub to immediately start engaging with the framework. Multilingual Learning Research Center Esther Bettney Heidt, PhD Jon Nordmeyer

The newly released Curriculum and Assessment Review (Nov 2025) represents a pivotal moment for education in England and a reminder that “high standards must mean high standards for all.” The report calls for: - A curriculum that is both knowledge-rich and inclusive - Greater flexibility for schools to innovate and respond to local needs - Smooth transitions between key stages to sustain progress - Stronger foundations in literacy, numeracy, and life skills - Pathways that value academic, technical, and vocational excellence equally For leaders, how do we...? - Reflect on whether our curriculum truly supports equity, access, and ambition for every learner. - Empower teachers to use the curriculum as a living tool and not a checklist. - Lead with clarity, courage, and curiosity as education evolves. A world-class system isn’t built by reform alone, it’s built by leadership that believes in excellence for all. #EducationLeadership #CurriculumReview #Assessment #EquityInEducation #SchoolLeadership #VisibleLearning #EducationReform

Honored to join the panel at the 11th Biennial GCES Symposium on: “Bridging Pedagogy and Andragogy: Empowering Educators Through Professional Development and Framework Innovation.” I shared key insights on what makes professional development truly impactful — relevance for adult learners, job-embedded practice, cultural alignment, and evidence-based growth. We also explored how systems can scale these initiatives through clear frameworks, strong middle leaders, and technology-enabled learning. Grateful to GCES and my fellow panelists for an inspiring and thought-provoking discussion. Together, we continue shaping professional learning ecosystems that empower educators and elevate student outcomes. 💛📚 #GCES2025 #ProfessionalDevelopment #EducatorGrowth #Andragogy #LeadershipInEducation #SharjahEducation

Peace River School Division (PRSD) is building on its commitment to student success by continuing to refine Collaborative Response practices across all schools in the 2025–2026 school year. In partnership with Kurtis Hewson and the Jigsaw Learning team, PRSD is continuing to implement a multi-layered support plan designed to strengthen collaborative structures and processes at both the school and division levels. https://lnkd.in/dVUHdUF5 #prsd #collaboration #norms #teamspirit #leadership 

Reflections from the Cambridge International Principals Forum Really insightful day at the Cambridge International Principals Forum, where I had the chance to ask plenty of questions and explore what’s next for Cambridge schools. 💻 Digital Exams: Cambridge is moving towards digital assessments, with plans to roll these out across most courses by 2033. Some schools are already trialling digital mocks, which is great for those thinking ahead about implementation. 🧠 Skills Learning: They’re now embedding explicit skills teaching (very similar to IB’s ATL), which could help us align our IGCSE, IBDP and younger year curricula even more closely. 🎓 Professional Development (PDQ): One of the most interesting parts for me – Cambridge is encouraging schools to become PDQ centres, offering leadership and teacher development courses similar to NPQs but more globally focused. 🌐 Platforms: I also learned about Cambridge GO, a separate platform full of resources that many teachers may not yet be using. Definitely worth exploring. Overall, lots of useful updates and a clear message: Cambridge wants SLTs to connect directly with their reps about digital exams, PDQs, or platform support. Plenty of food for thought and future discussions ahead! #CambridgeInternational #EducationalLeadership #DigitalLearning #FutureOfEducation

#ICYMI Tutoring can be beneficial for individual students, but to raise district-wide performance, Tier One instruction is a more solid investment. Superintendent Dr. Kyle Barrentine, who recently retired from Shenandoah School Corp in Indiana, points to students’ marked improvement on state tests through Tier One instruction and lays out the district’s five promises for universal support in the October issue of School Administrator magazine from AASA, The School Superintendents Association.   The district’s approach “focuses on learning strategies that lay the foundation for every learner.” These include: 1️⃣ Articulating a written curriculum. 2️⃣ Fostering strong building leaders. 3️⃣ Focusing on rigorous teacher selection. 4️⃣ Providing a comprehensive teacher support system. 5️⃣ Providing opportunities for teacher collaboration.   Read more about each of these at the link in the comments.   We’re pleased to support Dr. Barrentine’s #ThoughtLeadership by partnering with him on this op-ed, and we’re grateful to the Institute for Education Innovation for connecting us with this distinguished educator.   #Leadership #K12 #Learning #Education Doug Roberts

🚀 New AITSL Guidelines launched! AITSL, in partnership with the Queensland Department of Education, has today launched the Guidelines for the Optimal Deployment of Teaching Assistants in Australian Classrooms. Teaching assistants are a vital part of the education workforce. When effectively deployed, they can make a powerful difference to student progress and achievement. Grounded in research, informed by best practice, and shaped through consultation with the profession, these new Guidelines provide: ✅ Guidance on maximising the impact of this essential role ✅ Practical strategies for teachers and school leaders ✅ Clear examples of implementation across different school contexts. These Guidelines are designed to support teachers and leaders to get the most out of their teaching assistants – helping every learner thrive. Explore the Guidelines here: https://lnkd.in/gK7NzUUd #AITSL #TeachingAssistants #Education #SchoolLeadership