Everyone carrying out some kind of social, emotional learning (SEL) or related program encounters a common set of problems while trying to adapt even proven program materials to their unique and often fast-changing reality. And all program developers realize that their ability to support those using their programs is ultimately at least as essential as their actual materials.

During the past three years, over 250 Edcamp events have popped up worldwide. Teachers from every corner of the globe have been organizing open opportunities for educators to collaborate and solve problems.

In spite of this growth and energy, there are still many educators who are either uninformed or skeptical of the Edcamp model for teacher professional development. Given the plethora of "silver bullets" and magical cures in education, some skepticism is healthy. It ensures that we refine and revise our beliefs through meaningful investigation.

I founded Karen Peterson and Dancers (KPD) in Miami in 1990. We are recognized as the leading mixed-ability dance company in the U.S. Southeast. As a not-for-profit dance organization, KPD commissions and produces the work of dance artists with and without disabilities -- presenting excellence in dance through our quality-based programs, community performances and educational workshops.

At Sammamish High School, our staff has dedicated our professional development to building expertise in the key elements of problem-based learning. Previous blog entries by my colleagues have given an overview of this process, as well as exploring how we include student voice and work with authentic problems. Another crucial element of successful problem-based learning is using authentic assessment throughout all stages of a unit to constantly evaluate and improve student learning.