I started my career in corporate America working in project management, data analytics, accounting, and auditing. Before I worked in a school district, I’d never heard the phrase “professional learning.” Whenever there was talk of upleveling skills, most references pointed to “skill development,” “professional development,” or “training.” It wasn’t until I began working in Atlanta Public Schools (APS) that I’d heard the phrase “professional learning,” or simply “PL.”

During the time I worked in the PL department, I was excited to learn about the Learning Forward Standards of Professional Learning, and how the impact of implementation stretches far beyond direct instruction to students. Though not directly involved in instruction, all district staff play a vital role in supporting student learning. From school counselors to cafeteria workers to central office staff in any role, all non-instructional staff members need to be knowledgeable and skilled in their roles to best support students.  Each district employee must complete some form of PL at some point within the school year, and that PL should be engaging and beneficial regardless of the employee the training is targeted to.

This is why I love the Learning Forward Standards as they are grounded in adult learning theory and research. The standards provide a solid framework for designing and implementing professional learning that is effective, high quality, and relevant to educators’ needs at all levels and positions in the district.  The standards also provide a roadmap for creating non-instructional professional learning opportunities on topics such as leadership, culture, social emotional learning, wellness, etc. that are vital to employee growth and retention.

Sometimes non-instructional district professionals and educators often wonder how they may “fit” or even use the standards in non-instructional PL.  Here are a few specific ways to embrace the Learning Forward Standards: