We’ve been thinking a lot lately about professional development.
We’re working on a comprehensive project to define a professional learning curriculum related to our strategic initiatives (Customized Learning, Tech for Learning, etc), build modules and professional learning playlists around those learning targets, and provide a system for certifying teachers for their accomplishments and for what they know and can do. And I have written before about how our thinking about professional development has evolved over time.
This post captures our current (Summer 2014) thinking on the topic.
Not only are we recognizing that we just don’t have enough resources and opportunities to do traditional “everyone in the same room” professional development, but we have started thinking differently about the purpose of those workshops and other whole-group PD.
Until recently, I used to think of whole-group PD as the end. Teachers attend the PD session and they would leave being proficient at the skill taught in the session, ready and able to implement it well in their classroom.
Now, I think of whole-group PD as just the beginning, an opportunity to introduce a group to a new idea and get them all “on the same page” before they begin working in their own classrooms at learning how to implement the skill well. This is especially important given that the work we’ve been doing lately around Customized Learning, including teaching with iPads, is new to teachers (they haven’t experienced this themselves as learners) and have to invent many of the pieces.
And that idea, the idea that these new skills are complex, and need inventing and development, and later need practice, and that teachers need to be supported throughout their work to get good at them, has us thinking about workshops as just one small piece of professional development.
For us, professional development for our teachers needs to include some fluid combination of these components:
- “Same Page” Trainings – These are introductory workshops, getting teachers on the same page about a new set of concepts, skills, or strategies they will be working to implement.
- Lesson Invention & Tryouts – There is much to this new system that needs to be designed or invented (or at least adapted for our schools). The work teachers do to design, invent, prototype, refine, perfect, and share these systems and strategies is valuable professional learning for all of us. Embedded in this idea is the notion of continuous improvement, and the chance to try a skill in the classroom, reflect on how it went and how it could be done better, and then try it out again with the improvements (play-debrief-replay).
- Coaching & Feedback – Keeping with the idea of continuous improvement, this includes any Technology Integrator, Instructional Coach, administrator, or peer who models lessons or strategies, co-designs or plans with the teacher, observes, and/or provides formative feedback to support the teacher’s professional growth.
- Teacher Face-to-Face Time – Teachers need time to sit with other teachers to share experiences, ideas, and resources, as well as to ask questions and seek support. They need a chance to share things that they have tried that worked, and to seek assistance with those things they are still challenged by. And the notion of “face-to-face” can extend well beyond her school or district via the blogs and social networks the teacher builds and follows.
- On-Demand Modules & Play Lists – Instead of having to wait for a workshop, or for the Tech Integrator or Instructional Coach to visit her classroom, these how-to articles, lessons, short courses, videos, and other digital resources are available to a teacher as she needs them.
- Answering “But What Does It Look Like?” – Simply stated, this is models & examples: a curated collection of possible classroom visits, videos, photos, and articles, etc., to help teachers develop a sense of what an aspect of the initiative would look like in action. Teachers often have an intellectual understanding of what they are being asked to do, but not a practical understanding. These models and examples play a critical role in helping them move to the point of being able to try this new idea in their own classroom.