Changing the Mold for Professional Development

When working with school districts around the state, I'm hearing a common element. They have little time for professional development. With new initiatives, evaluation models, and the development of new learning standards, we need to get creative in how PD is provided.

Step 1 in finding ways we could offer PD and meet the needs of teachers better is research. Both a web search and search on Pinterest turn up memes like this:

This is a little bit sad. I mean, I'm as big a fan of Office Space as the next guy, and I did laugh at this when I saw it; that's not the sad part.  It's not sad that teachers don't like to sit and get information, because every teacher I know is looking for new ways to reach students. The sad part is that we're hearing things like "differentiated instruction," "hands-on," "rigor," "relevance,""genius hour," etc., and when providing PD, we're not modeling that.

If our teachers know how to make a meme and post it online, they obviously don't need to sit through a workshop that will start at the basics of technology use and work up to more advanced use. They probably even already know how to use that meme in their instruction, I mean, they're already using it appropriately when they (inappropriately) mock the delivery of professional development.

We need a change of how PD is offered and delivered. Here's some ways we can do this.

1. Online facilitation and flipped PD.

easel.ly

Honestly, when we have options of attending both K-12 schools and universities that are entirely online, when there is a wealth of information that can be shared through YouTube, and when MOOCs are available from some of the most respected universities in the country, why aren't we providing training online? I've had excellent results in flipping PD and have also held very rich learning experiences in online formats. Let's think outside of the box. PD doesn't have to look the way it always has before.
Here is a link to the Innovation Academy, online offerings available to any teacher starting the first of every month.

2. EdCamp approach.

I am a huge fan of EdCamps. I enjoy that I can choose what interests me and also just talk with other professionals about how things are working in their districts. This can work in schools, too, without going to an EdCamp. If you're an administrator, and you haven't attended an EdCamp, go to one so you can see what it's about. Often, our experiences shape what PD we provide, so participating in an EdCamp is important to understand the "unstructure" before planning one in your district. Here is a list of EdCamps that will take place this school year. Oh, did I mention that they are free?

3. Allow teachers to make a personal learning goal and determine what professional development they will need to achieve that goal. 

As a lead learner for educational technology integration, I have created the following tool for teachers to utilize when gauging teaching practices. 

Using a tool such as this, teachers can determine strengths and make goals for areas in which they feel they need improvement. Putting the goal in the teachers' hands allows them to own it, which provides motivation. There are a wealth of opportunities for learning available - everything from book studies, to partnering with a mentor and "expert" teacher that can model best practices.

4. Allow teachers to choose what they want to learn about.

A few years ago, I had the great opportunity to share my professional development plan for a district with the Marzano Research Lab. The feedback I received scared me. They said I had a good list of items I wanted to cover, but it was my list of items. The teachers had no ownership on what they were learning, it was all being fed to them from a limited menu. 

I had to step outside my comfort zone and do what I had been asking teachers to do. Give my students choice. 

Best. Advice. Ever. It was a two year program, and in one year, we had covered everything that was on my list. I was able to combine learning experiences instead of teach in isolation, provide the "just in time" experiences, and added to our idea generations when the group heard about something new. For example, a few participants started hearing about the flipped classroom and asked for training on how to incorporate that in their classrooms. That wasn't even on my radar when I made the PDP. Another added benefit was that I had to stay up to date in recent advances in order to provide training. It was a great experience and transformed how I both develop and provide PD for the last three years.

5. Embed PD with instructional coaches or lead learners.

This could be with instructional coaches or with the lead learner model, using model teachers to demonstrate best practices and meet with teachers during plan times on individual goals. The big benefit of this is that it takes away the "one day wonder" approach of PD, which only works about 10-15% of the time, and creates a sustained learning journey through coaching, scaffolding, and support that evidences up to 95% effectiveness. (Joyce and Showers, 2002)

So let's change the mold that comes to mind when we provide PD. Let's use these ideas so that our teachers feel like this:

Not Your Old School Paper Job Application

My daughter starts her first ever real job on Monday. I say real job because she's never had to check to see when she's scheduled, received a regular paycheck, or even completed a w-2. Before Monday, the only jobs she had ever had were babysitting. (I do think she's a great babysitter, though)

Who's more excited, me or her? Probably me. For one, since she's making her own money, she'll be asking me for less of mine (I hope). I also know how this is a huge step for her. It the first step to likely becoming part of a workforce that will last for the next 55-60 years. 

But the biggest reason why I'm excited (other than her earning her own money) is that this is a learning experience for her. This is where she's stepping into an area where mom isn't, where she's becoming independent. Which is both sad and exciting for a mom. 

When my little girl (who is actually 17) first applied for this job, it was an entirely different experience than it was for my first application. I had a mixed array. Everything from, "Yeah, I know your dad. How about you show up at 10 on Saturday?" To the ever humbling, "Can I have an application for employment, please?" And then proceeding to a nearby chair where the application was balanced on a knee to complete in the presence of the (hopefully) future employers. 

My daughter completed her application online. And yes, I sat beside her and helped her. She doesn't have her social security number memorized, she wasn't sure what references were allowed, and she had actually never even completed an application before. 

But I really wanted her to have a job. So I helped her. The application process at that point really looked no different than the old school paper applications. Same questions, just in online format.

We made it through the application process and I proceeded to the couch to watch TV when she quickly exclaimed, "Mom! I need you!" 

Moms know the cries of their children. Some are sarcastic cries, some are emergency cries, and some are attention cries. This cry wasn't one of those exclamations in which I came running. I turned and looked at her with a quizzical look upon my face. I see her frantically waving me over and saying, "Hurry! Hurry!" So of course I return to her side to see what it is. 

And there it is. Something of an aptitude test. It's timed. She's got ten minutes to take it. She's stressed. And I want my daughter to have a job, right? So do I help her? Heck yes, I do. 

She began answering the first few questions as I was skimming the upcoming questions. We both began to nervously discuss answers. There were answers that demonstrated character and work ethic. She would say "I would choose this one, right?"

Then there were math questions. And I suddenly began having flashbacks from my trials at the GRE. In these math problems, multistep, problem solving techniques were necessary, mixed with (yet again) appropriate problem solving techniques. 

I recognized a few questions as what we would call "career ready" questions. As an educator, I made a mental note that we need to provide work readiness skills in school to measure work ethic, attention to detail, and appropriate dress. 

I noticed the time in the upper right corner. We were running out! Did I want my daughter to get a job? Yes! There was only one thing to do.

"Skip all the calculation questions!" I exclaimed. "Just answer the ones you know immediately!" Our hearts were pounding from the stress of the test as she was notified her time had expired.

Two weeks or more went by. I asked her if she had heard anything about her application more than once. "No, mom." (Eye roll)

And then, finally, it happened. She texted me at work Friday. "So, I got an interview. I went in and they hired me. I start Monday." 

I'm so happy I of course tell my parents, my husband, and everyone in my office. Woohoo! She'll start a new job and recognize the value of hard work!

She begins at a local fast food chain on Monday. We have our own little sandwich maker in the family now.