Professional Learning
(excerpts from a 2013-15 course reflective project)
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Context is Critical
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.
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.
Learning Begins with You
As Palmer1 states, “…teaching holds a mirror to the soul. Because all you do in the classroom is shaded by what is going on inside you, it is important to take the time to reflect and be aware of your own inner landscape—emotional, intellectual, and spiritual.” It is important to take time out of our busy lives to pause and reflect as part of a balanced life approach that provides adequate time for things such as sleeping, eating, relaxing, and spending time with family and friends2. Factors important to individual reflective practice include identity, ethics, courage, caring, reframing, voice, inquiry, time, dialogue, and trust.
Though you cannot control the actions of others, you can control your own behavior in ways that will increase the likelihood of trusting relationships developing—a precursor to more substantial systems change. As noted in class, ‘wherever each of us shows up we have an opportunity to influence for the good’3. To foster trust, one can be present, open, listen fully, seek understanding, see learning as reciprocal, and honor both the person and the process4. When people act in ways that reduce others’ sense of vulnerability, they help to build trust across the learning community5. Unlocking the energy and potential of others has both personal and interpersonal dimensions: “It begins within each of us and radiates outward as we clarify our purposes, represent our views to others, improve the quality of our relationships, and shape the culture of our organizations.”6
Sources:
1: Palmer, P. J. (1997). The heart of a teacher: Identity and integrity in teaching. Change, 29, 14-21. (Quote: par. 5)
2, 4: 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.
3: Lecture, Leadership for Professional Learning, 9/11/13
5: Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45.
6: Sparks, D. (2005). Leading for results: Transforming teaching, learning, and results in schools. Thousand Oaks, California: Corwin Press. (Quote: p. ix)
Though you cannot control the actions of others, you can control your own behavior in ways that will increase the likelihood of trusting relationships developing—a precursor to more substantial systems change. As noted in class, ‘wherever each of us shows up we have an opportunity to influence for the good’3. To foster trust, one can be present, open, listen fully, seek understanding, see learning as reciprocal, and honor both the person and the process4. When people act in ways that reduce others’ sense of vulnerability, they help to build trust across the learning community5. Unlocking the energy and potential of others has both personal and interpersonal dimensions: “It begins within each of us and radiates outward as we clarify our purposes, represent our views to others, improve the quality of our relationships, and shape the culture of our organizations.”6
Sources:
1: Palmer, P. J. (1997). The heart of a teacher: Identity and integrity in teaching. Change, 29, 14-21. (Quote: par. 5)
2, 4: 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.
3: Lecture, Leadership for Professional Learning, 9/11/13
5: Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45.
6: Sparks, D. (2005). Leading for results: Transforming teaching, learning, and results in schools. Thousand Oaks, California: Corwin Press. (Quote: p. ix)
Keep Student Learning at Heart
Professional learning has been presented as a school improvement strategy for decreasing the achievement gap1. This is just the beginning, though, as educators come together in valuable learning work to meet student’s unique needs, better engaging and motivating students, to help prepare them to be productive and contributing citizens of the world2. Stakeholders may also be highly motivated to learn new knowledge, skills, and processes when they see how this learning will directly improve their effectiveness with students3. “Although conflicts frequently arise among competing individual interests within a school community, a commitment to the education and welfare of children must remain the primary concern.”4 Because ‘organizations are made up of conversations’5, it is important that this focus on what children need to succeed continues to be brought into discussions as conflicts threaten to sidetrack valuable learning work.
Sources:
1: Lindstrom, P. H., & Speck, M. (2004). The principal as professional development leader. Thousand Oaks, CA: Corwin Press.
2: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
3: 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.
4: Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45. (Quote: p. 42)
5: Lecture, Leadership for Professional Learning, 10/2/13
Sources:
1: Lindstrom, P. H., & Speck, M. (2004). The principal as professional development leader. Thousand Oaks, CA: Corwin Press.
2: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
3: 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.
4: Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45. (Quote: p. 42)
5: Lecture, Leadership for Professional Learning, 10/2/13
Nurture Systems Over Time
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.
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.
Minimize Systems Gaps
While the achievement gap is a gap notably recognized as it relates to overall student achievement, perhaps less often attended to are other types of gap that directly impact educators in their daily work. Professional learning requires closing knowledge gaps of practitioners—reaching beyond their individual frames to acquire greater understanding of diversity across cultures and peoples1. Professional learning requires leaders and educators to truly listen–setting aside unproductive habits such as solution listening and autobiographical listening—and to ask good questions that can help group members to feel that their voices are truly heard and of value2. A tightly connected web, where people are connected around their work and sharing knowledge with each other, will be able to find ways to adjust to whatever new elements are dropped in–be they new individuals or teaching and learning strategies3.
Upon arrival, first year teachers are unsure of the complexities of the socio-political systems in which they are to operate4. Many new teachers entering the field have reported frustration with the lack of variety in their work and a sense of lack of support in their workplaces5. Without adequate opportunities for advancement and support to help navigate educational systems, new teachers may choose to leave the profession prematurely—contributing to teacher shortages noted nation-wide. Likely overwhelmed and lacking a sense of efficacy, about 1/3 of new teachers have been noted to leave the profession within their first few years6 and up to 46% leave within their first five years7.
Gaps continue to exist throughout one’s teaching career, creating traps that Steffy et al.8 posit prevent teachers from advancing their skills and practices. Doing things such as paying attention to the developmental place of the teacher, creating space for reflection and renewal, allowing meaningful teacher voice in school culture, and providing social support can help buffer against the onset of withdrawal. “Teachers must form strong relationships, not only with students, but with each other, throughout the school and across typical structures and groupings, so that coherence and social support are realized”9.
Sources:
1: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
2, 7: Garmston, R. J., & von Frank, V. (2012). Unlocking group potential to improve schools. Thousand Oaks, CA: Corwin Press.
3: Lecture, Leadership for Professional Learning, 10/23/13
4: Vanderlinde, R., & Kelchtermans, G. (2013). Learning to get along at work: Developing effective relationships with other adults at school is a crucial part of each new teacher’s first year. Kappan, 94(7), 33-37.
5: Peske, H. G., Liu, E., Johnson, S. M., Kauffman, D., & Kardos, S. M. (2001). The next generation of teachers: Changing conceptions of a career in teaching. Phi Delta Kappan, 83(4), 304-411.
6, 8: Steffy, B. E., Wolfe, M. P., Pasch, S. H., & Enz, B. J. (2000). Life cycle of the career teacher. Thousand Oaks, California: Corwin Press.
9: 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. (Quote: p. 201)
Upon arrival, first year teachers are unsure of the complexities of the socio-political systems in which they are to operate4. Many new teachers entering the field have reported frustration with the lack of variety in their work and a sense of lack of support in their workplaces5. Without adequate opportunities for advancement and support to help navigate educational systems, new teachers may choose to leave the profession prematurely—contributing to teacher shortages noted nation-wide. Likely overwhelmed and lacking a sense of efficacy, about 1/3 of new teachers have been noted to leave the profession within their first few years6 and up to 46% leave within their first five years7.
Gaps continue to exist throughout one’s teaching career, creating traps that Steffy et al.8 posit prevent teachers from advancing their skills and practices. Doing things such as paying attention to the developmental place of the teacher, creating space for reflection and renewal, allowing meaningful teacher voice in school culture, and providing social support can help buffer against the onset of withdrawal. “Teachers must form strong relationships, not only with students, but with each other, throughout the school and across typical structures and groupings, so that coherence and social support are realized”9.
Sources:
1: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
2, 7: Garmston, R. J., & von Frank, V. (2012). Unlocking group potential to improve schools. Thousand Oaks, CA: Corwin Press.
3: Lecture, Leadership for Professional Learning, 10/23/13
4: Vanderlinde, R., & Kelchtermans, G. (2013). Learning to get along at work: Developing effective relationships with other adults at school is a crucial part of each new teacher’s first year. Kappan, 94(7), 33-37.
5: Peske, H. G., Liu, E., Johnson, S. M., Kauffman, D., & Kardos, S. M. (2001). The next generation of teachers: Changing conceptions of a career in teaching. Phi Delta Kappan, 83(4), 304-411.
6, 8: Steffy, B. E., Wolfe, M. P., Pasch, S. H., & Enz, B. J. (2000). Life cycle of the career teacher. Thousand Oaks, California: Corwin Press.
9: 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. (Quote: p. 201)
Structure Can Be Your Friend
Though educators may be able to learn well by themselves, they may need structures in place when learning to learn with others1. “The productivity and adaptability of schools can be enhanced by creating structures that facilitate collaboration among teachers.”2 The nature of structure can differ depending on the size and context of any given group. It’s easier to start out with high structure and then back off as a group comes into its own than to try to introduce structure later on3. Using process protocols, roles, norms, ways of balancing participation, and format design are different ways to implement structure4. One structure modeled and discussed throughout our class was the concept of grounding, helping to create community and set the stage for an open and collaborative learning forum5. Both large (strategic) and small (tactical) structures can be used to foster professional learning, including reflective practices6. A variety of learning designs such as action research7, video clubs8, on-the-job learning9, listening to students10, collaboration11, shadowing12, and/or teaming13 may also be used intentionally to create structure. In a “feisty” group, having a high degree of structure can help to create a sense of safety and competence14.
Sources:
1, 6: 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: Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39(4), 308-331. (Quote: p. 311)
3: Lecture, Leadership for Professional Learning, 10/23/13
4: Garmston, R. J., & von Frank, V. (2012). Unlocking group potential to improve schools. Thousand Oaks, CA: Corwin Press.
5, 14: Lecture, Leadership for Professional Learning, 9/11/13
7: Glanz, J. (1999). Action research. Journal of Staff Development, 20(3), 22-23.
8: Sherin, M. G., & Linsenmeier, K. A. (2011). Pause, rewind, reflect: Video clubs throw open the classroom doors. Journal of Staff Development, 32(5), 38-41.
9: Wood, F. H., & McQuarrie (1999). On-the-job learning. Journal of Staff Development, 20(3), 10-13.
10: Hord, S. M., & Robertson, H. M. (1999). Listening to students. Journal of Staff Development, 20(3), 38-39.
11: Kruse, S. D. (1999). Collaborate. Journal of Staff Development, 20(3), 14-16.
12: Farris, S. In Yasir’s shoes: A principal gains insight by shadowing an English language learner student. Journal of Staff Development, 32(5), 20-37.
13: Stiggins, R. J. (1999). Teams. Journal of Staff Development, 20(3), 17-21.
Sources:
1, 6: 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: Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39(4), 308-331. (Quote: p. 311)
3: Lecture, Leadership for Professional Learning, 10/23/13
4: Garmston, R. J., & von Frank, V. (2012). Unlocking group potential to improve schools. Thousand Oaks, CA: Corwin Press.
5, 14: Lecture, Leadership for Professional Learning, 9/11/13
7: Glanz, J. (1999). Action research. Journal of Staff Development, 20(3), 22-23.
8: Sherin, M. G., & Linsenmeier, K. A. (2011). Pause, rewind, reflect: Video clubs throw open the classroom doors. Journal of Staff Development, 32(5), 38-41.
9: Wood, F. H., & McQuarrie (1999). On-the-job learning. Journal of Staff Development, 20(3), 10-13.
10: Hord, S. M., & Robertson, H. M. (1999). Listening to students. Journal of Staff Development, 20(3), 38-39.
11: Kruse, S. D. (1999). Collaborate. Journal of Staff Development, 20(3), 14-16.
12: Farris, S. In Yasir’s shoes: A principal gains insight by shadowing an English language learner student. Journal of Staff Development, 32(5), 20-37.
13: Stiggins, R. J. (1999). Teams. Journal of Staff Development, 20(3), 17-21.
Support Professional Relationships
Professional learning takes place best within a culture of collaboration and collegiality, offering ongoing mutual supports between staff members1. In order for professional relationships focused on learning to take place, trust must be present, allowing people to take risks needed to change their ideas and behaviors in ways that will enhance student learning2. Trusting relationships between school professionals contributes to a sense of safety in experimenting with new professional practices and exchanging ideas with peers3. This relational focus is critical because, as Sparks4 says, "Most of the important forms of professional learning occur in daily interactions among teachers in which they work together to improve lessons, deepen one another’s understanding of content, analyze student work, examine various data sources on student performance, and solve the myriad of problems they face each day."
One powerful type of relationship in professional learning contexts is that which teachers may develop with coaches in their building5. Coaching requires mutual trust to be effective6. “A coaching relationship provides the opportunity for reciprocity of gifts of knowledge and skill, caring and support, feedback and celebration.”7 School-based coaches may fill one or more roles, such as being a catalyst for change, classroom supporter, curriculum specialist, data coach, instructional specialist, learning facilitator, mentor, resource provider, and/or school leader8. Effective coaching models focus on professional practice, are job-embedded, ongoing and intensive, nonevaluative, confidential, grounded in partnership, dialogical, and utilize respectful communication9. In coaching relationships, teachers are able to get valuable and specific feedback on their practices, discovering how to reflect and design lessons to reach all of their students10. In order for coaches to perform at their best, specialized training should be provided to help them fulfill their new role11 and they should be supported by administration12.
Sources:
1: Lindstrom, P. H., & Speck, M. (2004). The principal as professional development leader. Thousand Oaks, CA: Corwin Press.
2: 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.
3: Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45.
4: Sparks, D. (2005). Leading for results: Transforming teaching, learning, and results in schools. Thousand Oaks, California: Corwin Press. (Quote: p. xiii)
5, 8, 11: 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.
6: Lecture, Leadership for Professional Learning, 1/8/14
7, 10: Barkley, S. G. (2005). Why coaching. In On quality teaching in a culture of coaching (pp. 3-22). Lanham, Maryland: Scarecrow Publishing. (Quote: p. 5)
9, 12: Knight, J. (2009). Coaching: The key to translating research into practice lies in continuous, job-embedded learning with ongoing support. Journal of Staff Development, 30(1), 18-22.
One powerful type of relationship in professional learning contexts is that which teachers may develop with coaches in their building5. Coaching requires mutual trust to be effective6. “A coaching relationship provides the opportunity for reciprocity of gifts of knowledge and skill, caring and support, feedback and celebration.”7 School-based coaches may fill one or more roles, such as being a catalyst for change, classroom supporter, curriculum specialist, data coach, instructional specialist, learning facilitator, mentor, resource provider, and/or school leader8. Effective coaching models focus on professional practice, are job-embedded, ongoing and intensive, nonevaluative, confidential, grounded in partnership, dialogical, and utilize respectful communication9. In coaching relationships, teachers are able to get valuable and specific feedback on their practices, discovering how to reflect and design lessons to reach all of their students10. In order for coaches to perform at their best, specialized training should be provided to help them fulfill their new role11 and they should be supported by administration12.
Sources:
1: Lindstrom, P. H., & Speck, M. (2004). The principal as professional development leader. Thousand Oaks, CA: Corwin Press.
2: 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.
3: Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45.
4: Sparks, D. (2005). Leading for results: Transforming teaching, learning, and results in schools. Thousand Oaks, California: Corwin Press. (Quote: p. xiii)
5, 8, 11: 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.
6: Lecture, Leadership for Professional Learning, 1/8/14
7, 10: Barkley, S. G. (2005). Why coaching. In On quality teaching in a culture of coaching (pp. 3-22). Lanham, Maryland: Scarecrow Publishing. (Quote: p. 5)
9, 12: Knight, J. (2009). Coaching: The key to translating research into practice lies in continuous, job-embedded learning with ongoing support. Journal of Staff Development, 30(1), 18-22.
Build on Internal Strengths
People are a core resource in the educational system when it comes to establishing professional learning cultures. Teachers have important expertise to share within professional learning contexts; making collective knowledge exchange and action possible can meet most of the challenges related to teaching and learning in contextually appropriate ways1. “Human potential and energy become visible as they manifest themselves through our words and our actions and the world changes”2.
Sources:
1: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
2: Sparks, D. (2005). Leading for results: Transforming teaching, learning, and results in schools. Thousand Oaks, California: Corwin Press. (Quote: p. ix)
Sources:
1: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
2: Sparks, D. (2005). Leading for results: Transforming teaching, learning, and results in schools. Thousand Oaks, California: Corwin Press. (Quote: p. ix)
Power of the Collective
“Learning together creates a community that is dedicated to sharing and discovering what works well.”1 Group intelligence is enhanced when groups are composed of diverse members who work well together (e.g., taking turns and demonstrating social sensitivity) around shared processes2. Harnessing resources—physical, monetary, and effort—around learning goals and evaluating professional learning can make accomplishing complex and challenging tasks quicker and more effective3.
In order to take full advantage of group learning, it is necessary to create a safe space in which to challenge and change internal mental models to promote growth in new ideas and practices4. “Discussing uncomfortable issues releases tensions and creates productive interactions and better ways of working”5. Working in a culture of learning where it’s safe to both share their expertise and seek guidance in a collaborative manner has power to greatly enhance both teaching and learning6.
Sources:
1: Lindstrom, P. H., & Speck, M. (2004). The principal as professional development leader. Thousand Oaks, CA: Corwin Press. (Quote: p. 8)
2, 4, 5: Garmston, R. J., & von Frank, V. (2012). Unlocking group potential to improve schools. Thousand Oaks, CA: Corwin Press. (Quote: p. 94)
3, 6: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
In order to take full advantage of group learning, it is necessary to create a safe space in which to challenge and change internal mental models to promote growth in new ideas and practices4. “Discussing uncomfortable issues releases tensions and creates productive interactions and better ways of working”5. Working in a culture of learning where it’s safe to both share their expertise and seek guidance in a collaborative manner has power to greatly enhance both teaching and learning6.
Sources:
1: Lindstrom, P. H., & Speck, M. (2004). The principal as professional development leader. Thousand Oaks, CA: Corwin Press. (Quote: p. 8)
2, 4, 5: Garmston, R. J., & von Frank, V. (2012). Unlocking group potential to improve schools. Thousand Oaks, CA: Corwin Press. (Quote: p. 94)
3, 6: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
Evaluate What You Do
Simply creating a professional learning program is not enough; it is important that those leading professional learning also have in place a plan and practices for evaluating the merit and worth of the professional learning within the context in which it is occurring1. A professional learning leader should consider three phases in the evaluation process: planning (assessing evaluability, formulating evaluation questions, and constructing an evaluation framework), conducting (collecting data, organizing and analyzing data, and interpreting data), and reporting (disseminating findings, evaluating the evaluation)2. The evaluation process may be implemented at different times throughout the process of planning, administering, and wrapping up professional learning programs and focus on one or more hierarchical levels of understanding (participant reactions, participant learning, organizational support and change, participants’ use of new knowledge and skills, and/or student learning outcomes)3. Engaged stakeholders in the evaluation process can be done by leading with questions (not answers), engaging in debate and dialogue (not coercion), conducting blame-free autopsies, and building mechanisms that act as red flags4. If evaluation results are not what you would have hoped, framing things as a learning process to external stakeholders can be beneficial5.
Sources:
1, 3: Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
2: Killion, J. (2003). Eight smooth steps: Solid footwork makes evaluation of staff development programs a song. Journal of Staff Development, 24(4), 14-26.
4: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
5: Lecture, Leadership for Professional Learning, 3/5/14
Sources:
1, 3: Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
2: Killion, J. (2003). Eight smooth steps: Solid footwork makes evaluation of staff development programs a song. Journal of Staff Development, 24(4), 14-26.
4: Hirsh, S., & Killion, J. (2007). The learning educator: A new era for professional learning. Oxford, Ohio: National Staff Development Council.
5: Lecture, Leadership for Professional Learning, 3/5/14