Yesterday I was thrilled to hear from Lisbeth Johnson, outgoing superintendent of Santee School District in southern California. Johnson let me know that the school board for the district created a professional development policy based on NSDC's definition of professional development. This is the first such policy I have heard about and I am encouraged to know that districts are looking to this definition as a lever to promote good practice. We've posted their policy online -- you can download the PDF here.

In NSDC's strategic plan, priority 1 is affecting the policy context. We hold the assumption that "good policy promotes good practice," and to that end, we work at the local, state, and federal levels to advance effective policies. The definition was originally crafted for federal legislation, for use in the reauthorization of NCLB. Ultimately, we envision this definition will reach districts and schools, as it has in Santee, Calif.

While NSDC's standards and the definition outline the most effective elements of professional learning, it is leaders at the local level who will put into action the practices that transform learning. Contexts, circumstances, and resources differ from state to state, from district to district, from building to building. Effective policies and critical information and assistance can arm leaders to make wise decisions for educators, communities, and students. I hope to hear from more leaders across the country that NSDC's policies are assisting their efforts to transform learning.