As they currently exist, professional development sessions can best be described as “sit and get” assemblies that fail to produce long-lasting and robust change. Professional development needs to be better. It needs to be more about development. And it certainly needs to be more professional. If we’re making demands on educators to transform the way we deliver instruction (i.e., collaboration, differentiation, and problem-based learning), then shouldn’t we also be transforming the way we help educators learn?
So, I’ve resolved to get better, not bitter. Here’s the thing, though: resolutions--like yoga poses--aren’t my specialty. In fact, I’m actually pretty awful at both. Don’t get me wrong: I’m great at intending to do them, but it’s the actual execution of them where I fall painfully short. However, as I’ve mentioned, I’ve been “beta-testing” my PD resolutions (the whole putting-my-money-where-my-mouth-is-thing) to welcome reception over the last year.. So with that said, here’s hoping my 2016 test balloon results in 2017 productive results. And that’s why I’m saying sayonara to the following outdated PD practices:
1. Being the Expert. Personally, I don't like to make my workshops about me. (Which will certainly come as a surprise to anyone who knows me!) Yes, I like to provide useful websites and some kick-start ideas for incorporating them into your teaching. But, no, I don't particularly care to lecture at teachers. And frankly, I grow weary of the sound of my northeast Ohio nasal twang. (As do others.) Once I decided to stop talking and start listening, though, I realized that I was often standing in front of a room full of other professionals with their own experiences from whom I could learn, too!
The Result: My PD sessions are now (mostly) collaborative sessions where I encourage full participation, sharing, and even sometimes handing over the reins to audience members who have something to teach the rest of us. (That’s my favorite part!)
How It Works: I open all of my PD sessions with the following disclaimer slide: “We are a collaborative group of learners; there are no absolute experts in this room. Like our students, we learn best by doing...and learning is a process.” This sets the tone that I’m not the sage and my audience isn’t the empty vessel. It also takes the pressure off of me to feel like I have to know everything. In addition, I always have a collaborative Google Doc going where participants are encouraged to add their ideas, successes, questions for others, and other educational technology tools.
2. One Size Fits All. One of the things that always plagued me in the past was trying to keep everyone learning and creating at the same pace. It was frustrating for my reluctant adopters and tedious for my whiz kids. And then it hit me: “Duh! How come I’m not differentiating learning for my particular learners???” Now, when I present, I try keep it short and sweet and hand over the remainder of my allotted time to the teachers, allowing them to pursue their own learning at their own pace. I offer up a leveled challenge so that all learners--regardless of where they fall on the technology adoption spectrum--still leave having created something applicable to their own classroom and students.
The Result: The whiz kids speed ahead sans boredom, the collaborators work together and assist each other via peer learning, and I get to devote my full attention to the baby steps group, who self-profess to learning best when guided.
How It Works: Since my presentations have built-in “do” time after “learn” time, I always create a learning challenge or task to apply what we’ve covered. Using polling software (my current favorite is Mentimeter), I ask participants to self-assess their learning style based on the following choices: 1) I’m a lone wolf. I learn best by exploring on my own; 2) Buddy system: I don’t go into the water without a partner; and 3) Baby Steps: Please hold my hand and walk me through this! We then break into respective groups and get to work! Everyone leaves happy and creatively satisfied.
3. Breezing In & Out. The one-and-done approach to professional development is done like dinner. Gone with the wind. Over. In an attempt to be more collaborative, and especially in this age of social media, learning should continue beyond the four walls of the classroom--and beyond the four walls of the seminar room. Keep the conversation going with your audience by connecting with them after all is said and done.
The Result: Everyone gets heard, everyone is validated, and no one feels alone. And you’ve created your own little virtual PLC!
How It Works: I always create a session evaluation Google form to be completed at the conclusion of my sessions, and I also ask for email addresses so that I can inform participants of the latest and greatest updates to our topic at hand. I’m currently exploring the idea of Google Communities to keep the learning going, too. Sometimes, I’ll create a Remind group for the same purpose, but I definitely need to improve my upkeep skills with that one. (Another resolution?) In addition, don’t forget to invite your audience to follow you on social media as well.
And there you have it: help transform pedagogy by transforming professional development. I definitely think these are resolutions (or intentions or goals or whatever the heck you want to call them) that I can actually keep. In the spirit of practicing what I preach, please feel free to reach out to me with your best PD tactics.
In return, I promise to work on my yoga poses. Namaste, peeps!