This premise is supported by the data from our teacher survey as 78% (1,095) of the teachers surveyed indicated a need for professional learning to support them in growing as a professional. Schools and districts provide important professional development for their teachers, they may be limited by resource and time constraints that may prevent them from being able to meet the individual needs of all of their teachers. TREC is also grounded in the premise that there is strength in bringing together a number of partners because we acknowledge that no single entity can do it all. We invite innovative ideas and collaborations across stakeholders to go beyond individual district’s or school’s professional learning efforts. This approach provides a broader range of opportunities because we can bring more resources and additional expertise options, increase schools’ and districts’ potential to reach teachers in other districts, offer teachers a range of options to fit their individual goals.
In essence, TREC will be a one-stop shop for teachers to find professional learning oppurtunities, providing a wide range of quality-driven options and beginning to fill the existing needs in the region. We will both leverage current professional learning activities by providing opportunities (including online) to showcase partners’ professional learning efforts in the region and create new opportunities to fill needs. This is a galvanizing opportunity for a regional convergence of educators seeking to improve student learning in early childhood through 12th grade.