Professional Learning

As I embark upon a new school year, the experiences from my previous school years yield thoughts of reflection and strategies for improving my current practice. In the year that has been marked by the COVID-19 pandemic, it is essential and urgent for educators to change how we teach and, additionally, alter how we learn. Professional development is a steadfast requirement for educators and performers alike. Theoretically, hours of classes with peers for the improvement of our daily tasks and achievements sounds much like that of our students. If teachers are to change the student experience to yield positive growth and data driven results, why then, don’t we allow the same requirements for our adult learners?

With millions of dollars spent, hours of volunteered commitment from educators, and a rising need for professional improvement, there is a surprising inaccuracy between the investment of professional development, the improvement of educator and student performance. This is discrepancy is further enhanced with low improvement rates based on evaluation feedback in combination with high teacher perception of quality instruction (Hill, 2015). With such a time of need and change in reaching students, there is a necessary pivot that must occur to grow the impactors of student growth. Professional development needs to change to a professional learning model.

Call to Action

My call to action utilizes a personal anecdote demonstrating that traditional learning for adults is as important for change as it is for our young learners. Based on the individual needs of the student coupled with the COVA framework (Harapnuik) for learning, achievement and experience is enhanced in the learning process. Why then, is this learning application overlooked when considering adult learning experiences. My call to action reveals the need for professional learning as opposed to professional development which follows the five key principles of effective professional development (Gulamhussein, 2013).

5 Key Principles of Effective Professional Learning

Professional learning is focused on the 5 key principle of effective PL:

1. The duration of professional development must be significant and ongoing to allow time for teachers to learn a new strategy and grapple with the implementation problem.

2. There must be ongoing support for a teacher during the implementation stage that addresses the specific challenges of changing classroom practice.

3. Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice.

4. Modelling has been found to be highly effective in helping teachers understand a new practice.

5. The content presented to teachers shouldn’t be generic, but instead specific to the discipline (for middle school and high school teachers) or grade-level (for elementary school teachers).

Background of the Professional Learning

This PL (Professional Learning) presentation is planned using inspiration from my BHAG (Big Hairy Audacious Goal) and 3 Column Table created while devising my Innovation Project. An additional tool, the UBd Template, is excellent resource when planning for the learner and his needs. These documents represent the forethought that must occur when determining the learning goal, steps and processes when bringing forth these plans. When the goal of learning is followed through, my experience has revealed that the tool and the “how” became easier to create.

When planning for adult learners, the Professional Learning Blueprint (below) will be utilized to help ensure timely follow through and support during the learning and implementation of ePortfolios in the classroom.

Elements of Professional Learning

Throughout my professional learning plan for implementing ePortfolios in the classroom, I planned several considerations that would most benefit the teachers in the process:

· The school administration and faculty will be the audience for the professional learning and collaboration experience.

· Effective modeling, collaboration and ongoing support will continue throughout the school year to assist the implementation of and obstacles that will occur when adding ePortfolios into the classroom curriculum and culture.

· There will be flexibility in teacher preference and teaching styles for the involvement of the ePortfolios. Regardless of the tool of choice, the essential elements and focus of learner choice, ownership, voice with authentic learning experiences (COVA) will be the forefront of the student experience.

· I will lead the professional learning experience with the help of the technology committee on my campus. This will give a more seasoned knowledge base of the variety of uses and levels of pedagogy that should be considered when utilizing ePortfolios in the classroom.

Although lots of work has been completed to plan this professional learning experience for my campus, I will remain opened to feedback, changes and obstacles along the way. These factors help create improvement for using this learning tool in the future and how to better present the information to the campus educator collaborative.

Resources

Beatty, B. R. (2000). Teachers leading their own professional growth: self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers. Journal of In-Service Education, 26(1), 73–97. http://doi.org/10.1080/13674580000200102

Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf

Harapnuik, Dwayne (2018, July 14). COVA. It's About Learning. http://www.harapnuik.org/?page_id=6991

Heather Hill. (2015). Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. Harvard Graduate School of Education. Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf

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