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.