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.