# data[].attributes.body
Essential Learning for adults must be meaningful, purposeful and aligned to the overall learning goals contain within the professional development plan.

# data[].attributes.body
Are we considering each teacher's entry point relative to professional learning? Are we tiering our approach?

# data[].attributes.body
Are we providing our teachers with professional learning opportunities?

# data[].attributes.body
Does the design of our professional learning offerings take stock of our students' and community's culture?

# data[].attributes.headline
Do I provide PD that teachers see as practical and necessary? 

# data[].attributes.subject
Do I provide PD that teachers see as practical and necessary? 

# data[].attributes.headline
implementation of new learning and reflection on the impact on student learning

# data[].attributes.subject
implementation of new learning and reflection on the impact on student learning

# data[].attributes.body
How has our picture of teaching and learning changed this year? What do teachers need based on where they are at now and what will be asked of them in the coming months?

# data[].attributes.headline
What is the appropriate balance between coverage and mastery?

# data[].attributes.subject
What is the appropriate balance between coverage and mastery?

# data[].attributes.headline
Is there alignment between what teachers want and what is needed?

# data[].attributes.subject
Is there alignment between what teachers want and what is needed?

# data[].attributes.headline
Are teachers prepared to conduct a Socratic environment as opposed to "sage on a stage?'

# data[].attributes.subject
Are teachers prepared to conduct a Socratic environment as opposed to "sage on a stage?'

# data[].attributes.body
What is the purpose of the task?

# data[].attributes.headline
Meeting students where they are, both academically and social-emotionally

# data[].attributes.subject
Meeting students where they are, both academically and social-emotionally

# data[].attributes.body
Is it ongoing, sustainable and able to be implemented immediately?

# data[].attributes.headline
How do you effectively differentiate PD for the various needs of the teachers?

# data[].attributes.subject
How do you effectively differentiate PD for the various needs of the teachers?

# data[].attributes.body
What do students need? How are we going to provide it? How are going to measure the effectiveness of what we are providing?

# data[].attributes.headline
How best to engage students in a new format for instruction (hybrid, remote, etc.).

# data[].attributes.subject
How best to engage students in a new format for instruction (hybrid, remote, etc.).

# data[].attributes.headline
Are teachers prepared to meet needs of diverse students? with equity in mind?

# data[].attributes.subject
Are teachers prepared to meet needs of diverse students? with equity in mind?

# data[].attributes.headline
Why is this important for us to teach and for students to learn?

# data[].attributes.subject
Why is this important for us to teach and for students to learn?

# data[].attributes.body
Are we requiring teachers to establish a connection between their learning and student achievement via the PDP?

# data[].attributes.body
Teachers need to see the ways what they are learning will work in their practice.

# data[].attributes.headline
It is challenging when data does not align to teacher perceptions about student learning

# data[].attributes.subject
It is challenging when data does not align to teacher perceptions about student learning

# data[].attributes.body
District and Building level opportunities in-house and through local BOCES

# data[].attributes.headline
Essential learning meets a felt need for the adults and aligns with what they are teaching in the classroom

# data[].attributes.subject
Essential learning meets a felt need for the adults and aligns with what they are teaching in the classroom

# data[].attributes.body
Space to try something new and discuss successes and challenges

# data[].attributes.body
Student learning is designed with assessments and exit tickets, while there is often not formal assessment of whether or not teachers have mastered skills.

# data[].attributes.headline
The need to be humble, transparent and vulnerable about what we do not know...

# data[].attributes.subject
The need to be humble, transparent and vulnerable about what we do not know...

# data[].attributes.body
Find out from teachers what they feel is essential and marry it with what the data say

# data[].attributes.body
Does our PLP communicate our true priorities?

# data[].attributes.headline
learning about best practices to implement updated standards; (performance-based) assessment practices 

# data[].attributes.subject
learning about best practices to implement updated standards; (performance-based) assessment practices 

# data[].attributes.headline
Teachers need time to collaborate with one another.

# data[].attributes.subject
Teachers need time to collaborate with one another.

# data[].attributes.body
Both require a balance of new learning and scaffolding prior knowledge

# data[].attributes.body
Time to apply, and reflect