Historically, professional development activities have taken place sporadically and away from authentic school and classroom contexts—this is not an effective model for improving learning1. In a current context, Lindstrom and Speck2 have defined it much differently: “Professional development is a lifelong, collaborative learning process that nourishes the growth of individuals, teams, and the school through a daily, job-embedded, learner-centered, focused approach.”
When designing and implementing professional learning, it’s important to ‘go with, not alone’3. Professional learning may take place within grade level, department, or cross-disciplinary teams where teachers engage in a cycle of planning and delivering lessons, then reflecting and studying the lessons’ impact on student learning4. Though professional learning may take place in various forms throughout a school’s practices, all activities should ultimately be aligned around the same practices that have been agreed upon by the staff5. Professional learning should be available to all educators during their workday and be directly connected to goals that teams and schools have set for student’s learning6.
Sources:
1: Killion, J., & Harrison, C. (2005). 9 roles of the school-based coach: Complex job is a mix of teacher, leader, change agent, facilitator. Teachers Teaching Teachers, 1(1), 1-16.
2: Lindstrom, P. H., & Speck, M. (2004). The principal as professional development leader. Thousand Oaks, CA: Corwin Press. (Quote: p. 10)
3: Lecture, Leadership for Professional Learning, 2/12/14
4: Garmston, R. J., & von Frank, V. (2012). Unlocking group potential to improve schools. Thousand Oaks, CA: Corwin Press.
5: Knight, J. (2009). What can we do about teacher resistance? The Phi Delta Kappan, 90(7), 508-513.
6: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
In what types of contexts have you had the best professional learning experiences? What do you think made them so conducive to learning? What types of contexts have you felt worked against professional learning? What made them so difficult to learn in professionally?
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