I’ve
spent this week working with a wise and wonderful group of teachers in a
Writing Project Summer Institute. This
morning we paused to ponder what makes professional learning experiences
effective. After reflecting on their
best and worst memories of PD and reading a couple of articles, we generated a
list that included the following:
·
Teach
as you are telling teachers to teach (interactive, not passive learning)
·
Take
an inquiry stance
·
Ask
effective questions to engage participants
·
Model
new practices
·
Allow
time for teachers to safely practice new skills
·
Put
teachers in the learners’ shoes
·
Listen
to teachers; value participants’ expertise and experience
·
Encourage
flexible adaptation that considers context
·
Allow
time for discussion and collaboration
·
Include
choice (reading, groupings, etc.)
·
Ensure
that learning is transferrable, applicable, relevant
·
Have
a broad knowledge of the topic (in theory and practice)
·
Provide
opportunities for reflection and feedback
The list generated this morning by
teachers aligns astoundingly with the research.
A growing body of research suggests
that professional development that increases student achievement includes
active, intentional learning for teachers that allows them to collaboratively
redesign their own practice.* Professional
learning experiences that meet the above criteria do just that.
With
beginning-of-the-year PD experiences around the corner, the criteria these
teachers created are useful for coaches as a self-assessment for upcoming
activities. I’m glad I asked for insider
opinion this morning, half-way through our PD time together. Knowing what’s working (and what’s not) helps
me align my thinking with the needs of the group.
As
the school year gets underway, our opening week kick-off activities set the tone
for the year. How we honor the
suggestions above could determine whether the professional learning experiences
we plan end up on the list of “worst PD
memories” or BEST!
*See, for example:
Gersten, R., Dimino, J., Jayanthi, M.,
Kim, J. S., & Santoro, L. E. (2010). Teacher study group: Impact of the
professional development model on reading instruction and student outcomes in
first grade classrooms. American Educational Research Journal, 47,
694–739.
Goddard, Y. Goddard, R. &
Tschannen-Moran, M. (2007). A theoretical and empirical investigation of
teacher collaboration for school improvement. Teachers College Record, 109(4), 877-896.
Levine, T.H., & Marcus, A.S. (2010).
How the structure and focus of teachers’ collaborative
activities facilitate
and constrain teacher learning. Teaching
and Teacher Education, 26,
389-398.
This week, you might want to
take a look at:
Planning for fun all year:
Foundational literacy skills for high
school newcomers:
Ideas for encouraging teachers to step
outside of the comfort zone:
A Calendar of “National Days” (both
serious and goofy) to celebrate throughout the year:
Ideas
for easing back into the school-year routines:
That’s it for this week. Happy Coaching!
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