This is the fifth post in the #hierarchyseries. You can find the first post here.
In an effort to support professional learning, personal passions, and to model how we want students to learn, there has been a shift to incorporate personalization into professional development. But, professional development, in general, is not given enough time and consideration in districts. If we make time for the things that are important, we perpetuate the idea that professional learning is unimportant by the lack of time we spend on it and opportunities that we provide educators. We say “we value learning” and then don’t embed the necessary time for educators to continue their own professional learning.
While all professional learning is generally called “professional development”, there are different types of learning that typically happen in a district. While there is a strong movement toward all personalized professional development, I believe that there is a time and place for all types of learning. Oftentimes, we lump all types of professional learning into one basket, but not all of it is created equal. There is no silver bullet in student learning, and there is no silver bullet in professional development either.
Training is skills based only learning. It provides opportunities for more efficient, have a better workflow, and understand how things work.
Examples of trainings are:
How to use Gmail
Setting up your gradebook in your SIS
Utilizing a new piece of equipment or technology
Professional development is learning that helps an educator improve their competence and effectiveness. It provides not only best practices and instructional strategies, but also confidence helps reduce anxiety by providing answers to the question, “Am I doing this right?”
Examples of PD are:
Setting up a Reader’s Workshop
How to implement project-based learning
Personalized Professional Development
Learning that happens when educators choose where their passions or weaknesses necessitate additional coaching, resources, research or expert guidance. Personalized Professional Development supports educators in their search to become better teachers. It also allows them to continue to follow their passions while supporting their students in finding theirs.
Examples of Personalized Professional Development:
Learning about growth mindset on Twitter
Connecting via Google Hangouts with PLN members to discuss a book study
Meeting and collaborating with a technology integrator to learn more about your passion: robotics
While training and professional development are not the same as personalized professional development, there are always that these learning opportunities can have elements of personalization in order to make them more engaging. We often miss the opportunity to add these personalizations in because we are so quick to pass the information out.
- Allowing for alternative modes of delivery: online, flipped or face to face.
- Creating levels, gamifying learning or competency-based learning
- Embedding voice, choice, and pacing options
By continuing the sit-and-get types of training and professional development, we are not modeling the kind of learning that we want students to have in the classroom. I’ve absolutely been guilty of this myself, but in reality, it is really difficult to add personalization any kind of professional development when you’re told, “You have 20 minutes…go!” If more time was dedicated to purposeful, personalized, and educator-driven PD, professional learning would have a chance to make it back into the classroom where it would affect students, just like it’s meant to. It takes a mindset shift and giving priority to professional learning as an integral part of education and teaching kids.
Another issue with professional development is the engagement of the participants in training and professional development and the level of empowerment they feel towards their personalized professional development. If they are not of the mindset that they are able to learn or that their students are able to learn whatever it is that is being presented, chances are that they will be less likely to implement any changes. Also, if a participant doesn’t have buy-in into the learning, they are less likely to implement it as well. There needs to be a significant level of intrinsic motivation for a teacher to try something new, fail, and then tweak it and try it again. This coupled with the buy-in to what they’ve learned can make all the difference in the success of the implementation. Finally, embedded support to assist teachers in the implementation of learning in the classroom is imperative. If that component is missing, there is nothing in place to support teachers as they begin to implement their learning and to encourage them if something goes awry. We are often missing a few of these pieces, especially if the learning is a sit-and-get, information disseminated by an “expert” type of learning transaction.
I’m currently reading Jarod Bormann’s Professionally Driven book on personalized professional development, and loved this:
I’ve sat in with PD planning teams that give out surveys to see what topics teachers want. When the results come in, inevitably the team looks to see which categories got the most votes/comments. However, what happens is they say, “Oh, that topic got 64%, so that’s got to be a top priority for everyone.” Everyone? There’s 36% of the staff that indicateed they didn’t need it, so now it’s a priority for everyone? This is not an effective strategy.
As a planner of PD, I have absolutely made this same mistake, and have watched others do it as well. I think that sometimes as adults we panic when we are in charge of large-scale learning sessions, but if we spoke with a teacher who was creating lessons that applied to only 64% of their class, we would be questioning their professional judgment.
I have been a part of discussions repeatedly where district administrators say they value learning but undervalue professional learning, or they make the mistake of calling the logistical, housekeeping staff meetings professional development. I say with 100% certainty that as a teacher, I never left a staff meeting feeling like I was provided with a learning opportunity that made me a better teacher. At some point, I figured out that I was responsible for my own growth, and when I wasn’t supported by the district, I found my own support. While a professional educator should inherently love learning and be willing to learn from others, they should not be expected to find all of their growth options outside of what the district provides. They should be provided the support they need to grow in the areas they have identified. If they don’t know how to identify these areas, they should be taught how to do that as well. Providing these opportunities not only shows educators that we value what they do in the classroom, but that we value who they are as a person because we are willing to spend time on them to become the teacher they want to be for their students.
You can find the next post in the #hierarchyseries here.