This sample Professional Learning Cycle Planning Guide follows a group of high school social studies teachers through a professional learning cycle. The teachers began by reading the NYC Social Studies Scope and Sequence and identifying a shared professional goal. They then identified areas for revision in current units, revised their final unit assessment in pairs, observed each other and reflected on the activities that had the greatest impact on student learning.

This sample Professional Learning Cycle Planning Guide follows a group of middle school social studies teachers through a professional learning cycle. The teachers began by reading the NYC Social Studies Scope and Sequence and identifying a shared professional goal. They then identified areas for revision in current units, revised their final unit assessment in pairs, observed each other and reflected on the activities that had the greatest impact on student learning.

This sample cycle was designed to help members of a middle school science department engage students in genuine, self-directed scientific inquiry with minimal teacher mediation. Specifically, they decided to explore questioning and discussion techniques that promoted deeper inquiry and stronger student-led discussions around scientific topics.

This sample Professional Learning Cycle Planning Guide follows a group of second-grade teachers through a professional learning cycle. The teachers began by observing a coach and identifying a shared professional goal. They then identified new strategies, tried them out, observed each other and reflected on the strategies' impact on student learning.

This sample Professional Learning Cycle Planning Guide follows a group of six elementary teachers in their first or second year of teaching who have been identified as needing to develop their classroom management skills. This cycle helps teachers reflect on instructional practice and supports them in structuring their classrooms so all students can learn.

This plan details how a group of teachers might work together on increasing content-specific vocabulary retention, a focus area identified in their school’s professional learning needs assessment. The teachers began by reviewing an article on vocabulary acquisition and selecting individual strategies to try. Then, they explored these strategies, and observed one another implementing them in their classrooms between sessions. At the cycle’s end, they reflected on the impact that these strategies had. 

This professional learning cycle is designed to support teachers in preparing to engage in feedback conversations on their professional practice. 

This professional learning cycle is designed for school leaders developing their skill in engaging teachers in collaborative feedback conversations.

This professional learning cycle is designed to support teachers in sharing evidence-based, targeted feedback through Reciprocal Peer Mentoring inter-visitations.