High quality professional learning is not a series of short-term programs. Instead, it represents a systems approach that needs to be initiated, maintained, and adjusted over time. This depth of system work requires cultural change, made possible through trust, to take root and flourish1. “Regardless of how much formal power any given role has in a school community, all participants remain dependent on others to achieve desired outcomes and feel empowered by their efforts”2. It takes time to establish the trust and formal and informal processes needed to work cohesively towards shared outcomes within systems that are so interdependent. Getting traction is more important than having everything in place from the beginning3, momentum is often more important than precision as things move along4, and sometimes you really have to ‘go slow to go fast’5. It takes three to five years for high-level educational changes to firmly take root6. As time goes in, it’s important to keep in mind that ‘the people who ultimately make a difference for the kids are those who teach them every day… we need to stay grounded in what it’s like in the life of the teacher and support them and build a community of trust’7.
Lindstrom and Speck8 present a cycle through which professional learning revolves: examination of student data and school needs-->reflecting on professional capacity and learning needs-->identifying individual, team, and school goals-->building a collaborative professional development action plan-->taking action that shares and generates knowledge-->analyzing results through student data that informs practice-->repeat cycle. This cycle should center around ambitious stretch and more concrete SMART goals representing high expectations for staff and student learning9. Important ideas to keep in mind throughout this process include ‘everyone knows something,’ ‘no one knows everything,’ ‘we’re in this together’10. By keeping such ideas in mind and capitalizing on small successes, efficacy—‘having people believe that they can do things and that they’ll make an impact’—will begin to build11.
Sources:
1: York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand Oaks, California: Corwin Press.
2: Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45.
3, 7, 11: Lecture, Leadership for Professional Learning, 1/8/14
4, 10: Lecture, Leadership for Professional Learning, 9/11/13
5: Lecture, Leadership for Professional Learning, 2/12/14
6: Hall, G. E., & Hord, S. M. (2005). Implementing change: Patterns, principles, and potholes. Boston, Massachusetts: Allyn & Bacon.
8: Lindstrom, P. H., & Speck, M. (2004). The principal as professional development leader. Thousand Oaks, CA: Corwin Press.
9: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
How have you seen people effectively gone about setting aside the resource--time, money, energy--to make professional learning initiatives viable continuously over time? What are the pitfalls to steer clear of? How can social and political support and acceptance of learning initiatives be fostered and maintained along with the more physical needs to keep things going?
***feel free to do your own post and/or build off of others' posts to create a discussion forum***
Lindstrom and Speck8 present a cycle through which professional learning revolves: examination of student data and school needs-->reflecting on professional capacity and learning needs-->identifying individual, team, and school goals-->building a collaborative professional development action plan-->taking action that shares and generates knowledge-->analyzing results through student data that informs practice-->repeat cycle. This cycle should center around ambitious stretch and more concrete SMART goals representing high expectations for staff and student learning9. Important ideas to keep in mind throughout this process include ‘everyone knows something,’ ‘no one knows everything,’ ‘we’re in this together’10. By keeping such ideas in mind and capitalizing on small successes, efficacy—‘having people believe that they can do things and that they’ll make an impact’—will begin to build11.
Sources:
1: York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand Oaks, California: Corwin Press.
2: Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45.
3, 7, 11: Lecture, Leadership for Professional Learning, 1/8/14
4, 10: Lecture, Leadership for Professional Learning, 9/11/13
5: Lecture, Leadership for Professional Learning, 2/12/14
6: Hall, G. E., & Hord, S. M. (2005). Implementing change: Patterns, principles, and potholes. Boston, Massachusetts: Allyn & Bacon.
8: Lindstrom, P. H., & Speck, M. (2004). The principal as professional development leader. Thousand Oaks, CA: Corwin Press.
9: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
How have you seen people effectively gone about setting aside the resource--time, money, energy--to make professional learning initiatives viable continuously over time? What are the pitfalls to steer clear of? How can social and political support and acceptance of learning initiatives be fostered and maintained along with the more physical needs to keep things going?
***feel free to do your own post and/or build off of others' posts to create a discussion forum***