Supporting Professional Learning In Practice

As mentioned in the previous blog I wrote, professional learning is supported by providing choice and promoting inclusion of all. These are all great ideas in theory but in practice what structures and events need to be in place to ensure that this actually will work? There are four major ideas that have emerged through our experience in the implementation of this plan: 1. Time must be embedded, 2. Whole staff events are organized with the intent of promoting cross-pollination of ideas, 3. Communication of the vision must be clear and 4. Making the work visible for others must be a primary purpose.

The greatest barrier to all professional learning within a building is time. There is never enough time to do the professional learning that we intend. The immediate needs of the classroom far outweigh what is often perceived as an additional thing that I need to do. Here are some ideas we have implemented to have more time: 1. shorten instructional time slightly to give time back to teachers (we have 30 minutes of contact time Monday through Thursday); 2. meeting times on a monthly basis is modified to provide additional professional learning time; and 3. having 10 non- instructional days, 7 of which are driven by departmental and individual work. Other ideas may be to set aside regularly 10-15 minutes of whole staff meeting time or department meeting time to engage in professional learning conversations. As Stoll, Fink and Earl (2003) like to write, “It’s about learning and It’s about time”.

Organizing whole staff events are at the core of the sharing opportunities that we provide. In addition, these whole staff events are key moments for us to organize collaborative groups and clarify the work we are undertaking. Here are some of the events that we have implemented. The first example is one where staff members are given the opportunity to explore the three different approaches to professional learning (action research, peer coaching, and PLCs). This was a time to come to a common understanding of the three different approaches and establish groups. These groups would then form norms of interaction. A second example is running a mini-convention. This was a great sharing opportunity. Sessions were put forward and facilitated by staff members and other staff members would choose which session suited their interest and needs best. A third event was a sharing and celebrating event. During this time staff were given time to prepare and share the work that they had been doing throughout the year.  A final example was one we did at the beginning of the second year. We hosted a “Revisiting, Reviewing and Revising” day where staff were given the time to adjust the focus of their work, form new groups, and chose a different approach should they have discovered their first choice was not working for them. Embedded within all of these different events is the idea that the event must promote conversation, leading to a cross-pollination of ideas and that it must be inclusive of everyone on staff.

Upon receiving feedback about areas of growth it became apparent for the need to enhance the communication of the professional learning within the building. Communication originally was exclusive to whole staff meeting, staff e-mails and during whole staff events. The committee that organized the professional learning was comprised of individuals from a number of different departmental groups but did not have representation from everyone. These individuals would share the work of the committee and obtain feedback during their regular departmental meetings or through informal conversations. Enhancements to this communication model included the following: creation of posters to be distributed through work spaces in the building to help make visible the mission and goals of the professional learning, distribution of a summative report to all Learning Leaders from each department in the building, and the creation of an orientation handout for new staff. It is through strong communication where misconceptions and ideas are addressed and clarified for staff. In the absence of clear information individuals are likely to generate and share misinformation.

Finally is the effort to share our work with others. There are a number of different approaches that we have used to help capture the professional learning that is happening and then showing it back to staff. These would include: asking staff to document groups goals, focus and norms of interaction; staff members use poster paper to share ideas, laminating them and showing them back to staff at other times throughout the year; providing staff members a hash-tag to use digital media such as “Twitter” to record ideas, comments and suggestions that occurred throughout whole staff professional development events; using post it notes and posting them on a whiteboard making ideas visible to others. These are few of the ideas that we used to help in an effort to share our work with others.

Professional learning is at the core of teaching and learning. As part of the High school redesign initiative we are called into professional learning where: structures are created to better support new types of learning relationships; collaboration and shared decision making are encouraged; administrators participate in the learning community and expand their leadership roles; teachers build and have access to a growing repertoire of approaches to learning; teachers work together to improve the design and delivery of the curriculum (Alberta Education, 2011). It is my feeling that the professional development vision that we have created and are using meets all of these requirements.

References

 Alberta Education (2011). Educators Roles and Professional Development. Retrieved from: https://ideas.education.alberta.ca/media/74562/edrolesandpd.pdf

Stoll, L. ,Fink, D., & Earl, L. (2003) It’s About Learning (and It’s About Time):What’s in it for Schools?. New York, NY: RoutledgeFalmer.

Supporting Professional Learning- Empowering Staff through Choice and Inclusion

At the current school that I teach, we have implemented a three year plan for our professional learning. Currently we are ending year two of the plan. The mission that we have with regards to professional learning is two-fold: 1. promoting innovation of practice through collaboration, and 2. making our work visible for others.

The vision that we are using is summarized in the following diagram:

 

The plan appears to be complex at first but has within it a number of different ideas. Fundamental to its implementation is the idea that leadership must actively let go and provide time and choice in the professional learning that their staff members are involved in. Secondly, the way in which the plan is implemented must be inclusive of all members on staff, in that way all are valued for their contribution to the growth and development of the teaching and learning that happens within the building.

The question arises at what structures and events must be in place to help ensure that these ideals are put into action. Firstly, the introduction of evidence based professional learning. It is imperative that staff members are made aware of the fact that highly effective professional learning happens when problems of practice are at the center of the conversation. Those problems only will arise as a result of the use of student work and data, which provides insight into the learning that is happening within that individual’s experience. There are three approaches that are heavily supported by the literature (W. Auger & R. Wilderman, 2000; R. DuFour, 2007; M. Evans, P. Lomax, & H. Morgan, 2000; S. Scott & F.C. Webber, 2008; B. Showers & B. Joyce, 1996; D. Sparks, & S. Hirsh, 2000). in which teachers become co-researchers of learning. Those approaches include: Action Research, Peer Coaching and Professional Learning Communities. (PLC).

Given the fact that these approaches exist, the first act of letting go is not to marry your staff members to one approach. Each approach has its unique value and each may be best suited for different individuals. As a result, within this model staff members are given the option to choose which approach they would like to use.

The second act of letting go is in the acknowledgement that every context is different and each individual has specific needs that are very difficult to meet in a one-size fits all approach. As leadership recognizes this fact there is an inherent need to allow staff members to choose what the focus is of their professional learning. For example, a science teacher may choose to do an action research project at a high school on the implementation of a philosophy of education that is grounded in early childhood education. They may want to explore what the implications are for a change to their practice while still maintaining the rigor of their discipline. This project is great for that individual or even a group of individuals in that context but may not suite teachers in the physical education department. The focus of the work that is chosen by individuals whom we recognize as professional is best chosen by that professional.

It is also through this act of letting go of “what” individuals will work on and “the approach” that they will use that you have created a more inclusive setting. Educators from all areas are included in this model as they are given choice through the self-selection of the topic they are focusing their learning on, best suited for their context, and the evidence based approach to the their work which best suits their needs.

Collaboration is another foundation of inclusion. Having a requirement that all teachers must work with someone, but providing them the opportunity to work with someone by choice is also inclusive. Having the flexibility for those individuals to choose someone within the building or someone outside is an extension of trust which is paramount to creating a collaborative culture within your team. Forcing individuals to work on a problem of practice that is not directly related to both individuals that have entered into a professional learning contract are being set up for failure. It is important to recognize that I am not stating that they should not participate in a cross curricular work, but it is important to avoid the creation of contrived professional groups where staff are expected to comply as opposed to becoming engaged with their work. Ensuring that there is an expectation of this collaborative approach helps to open conversations, generate new ideas and provides the opportunity to share our work with each other. In the act of having a common purpose, such as improving the learning experience of all students, and working on it together with others you are being inclusive. Providing choice is an act of acknowledgment of individuals as professionals.

Professional learning is a very personal experience. Teachers who are given choice are more valued. Structures that are evaluated through an ethic of critique are more inclusive. Trust is extended through letting go and as a result a more collaborative culture emerges. This model of professional development is one which has experienced success at achieving this end. Read my next blog post to answer the question of how we put this theory into practice?

 

References

Auger, Wendy & Wilderman, Ron (Fall 2000). Using action research to open the door to lifelong professional learning. Education. 121, (1), 120-127.

DuFour, R. (2007). Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of learning?. Middle School Journal, 39(1), 4-8.

Evans, M., Lomax, P. & Morgan, H. (November 2000). Closing the circle: Action research partnerships towards better learning. CambridgeJournal of Education 30 (3), 405-419.

Scott, S., & Webber, C. F. (2008). Evidence-based leadership development: The 4L framework. Journal of Educational Administration, 46(6), 762-776.

Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16.

Sparks, D., & Hirsh, S. (2000). A national plan for improving professional development. Oxford, OH: National Staff Development Council.

Participating in the Change in Education for Alberta- Possible Learning Outcomes for Science

Currently Alberta educators are embarking on a process to change the system of education to better meet the needs of the learners of today for tomorrow. Given this task, the Calgary Board of Education is in a process assembling the thoughts and ideas of all stakeholders about what this future will look like. We are engaged in a design process which involves the sharing of ideas, conversing about what matters in teaching and learning, and attempting to capture the essence of what is possible for future curriculum documents. Documents which: are dynamic not static; are flexible not ridged; will better ensure that students acquire the skills they need for their future.

I recently participated in a Curriculum Prototyping - Outcomes - Math and Science meeting to address what would be the overarching learning focus for students in a science classroom and what are some possible learning outcomes that we might put forward to guide the teaching and learning for the future science classes.
The idea of what a student should know after being taught science throughout their schooling re-emerged for me during a Science/Math system Learning Leaders meeting. Marina Clark, Science Specialist for the Calgary Board of Education, shared with the group a conversation that she had with a local Geologist about what he thought kids should know after they leave school. His idea was that students should understand the concept: “The earth is old and has seen great change.” Embedded within this statement are years of study and numerous topics to be explored, many of which are interconnected between other disciplines. It was this statement that sparked me to reflect on what I would want my three young children to know about and from science after they left school.

There I sit on a couch, my children just put to bed, and I begin reflect inspired during my meeting that day. My wife, Laura (who also happens to be a science teacher) and I start to throw around some of the big ideas which we felt make up the core of science. Here is our list:

Possible Learning Outcomes for the Future Science Curriculum:

1.       All life on Earth is interconnected.

2.       The sun is the source of energy for all life on Earth.

3.       Science is a clearly defined process subject to interpretation.

4.       Technology and science are deeply interconnected.

5.       Science uses language, symbols, mathematics and diagrams to communicate our current understanding of our world.

6.       Science involves manipulate skills.

7.       Living organisms are structured in complex and interconnected systems.

8.       Our understanding of our world has changed greatly and continues to change as new information emerges.

9.       Science is compelling in its predictive power as a result of its theories and laws.

10.   All matter is made of tiny particles which have characteristic and uncharacteristic behaviour.

11.   The earth is old and has seen great change.

 I brought forward these ideas that Curriculum Prototyping- Outcomes meeting. It was very powerful to have the opportunity to engage in conversation with others about their thoughts and ideas. The list that Laura and generated became the starting point for the conversation. Upon reflection and through our conversation numerous modifications to the outcomes became apparent. In addition, new thoughts arose such as: how science is about finding the connections between ideas that were not connected before; there are ethical considerations which students need to be aware which the field of science wrestles with daily; and careers in science are everywhere around us. Concerns were brought forward about maintaining the integrity of the discipline. Finally, six learning focuses emerged from the list: 1. process, 2. change, 3. energy, 4. interconnections, 5. structure and functions and 6. systems/organization. Clearly, we had just begun.

 Having the opportunity to engage in this type of conversation was powerful, thought provoking, and at the heart of what a future vision of education is about. I would encourage everyone to participate in such conversations, ensuring that the voice of Alberta teachers, the wisdom of the profession, is shared with Alberta Education. It is of the utmost importance that we support, through the sharing of our thoughts, idea and comments, Alberta Education’s effort to best prepare our students for their future.