Evolving Our Understanding of Professional Learning
A System of Professional Learning
Traditional forms of staff development work off of the outdated model of in-service and professional development days built into the calendar. These structures, in order to "get through" much information in one day, usually revolve around a presentation of ideas to large groups with little thinking and reflecting. Additionally, new skills and techniques are suggested for classroom use in the weeks following meeting, but rarely have any follow-up or continued discussion in meetings or days after it. Many educational researchers view this as a one stop, drive-by method of developing professionals. This model does not produce as much impact on student outcomes as they could, provided they are structured from research-based methodologies.
This begins with a shift from professional development to professional learning. Development is seen as a one-time, short-term change, whereas learning is seen more as an elongated, intensive growth. Learning takes practice, resources, and a different approach than developing. Our thinking about staff growth must be the first to change.
Traditional forms of staff development work off of the outdated model of in-service and professional development days built into the calendar. These structures, in order to "get through" much information in one day, usually revolve around a presentation of ideas to large groups with little thinking and reflecting. Additionally, new skills and techniques are suggested for classroom use in the weeks following meeting, but rarely have any follow-up or continued discussion in meetings or days after it. Many educational researchers view this as a one stop, drive-by method of developing professionals. This model does not produce as much impact on student outcomes as they could, provided they are structured from research-based methodologies.
This begins with a shift from professional development to professional learning. Development is seen as a one-time, short-term change, whereas learning is seen more as an elongated, intensive growth. Learning takes practice, resources, and a different approach than developing. Our thinking about staff growth must be the first to change.
Increasing Professional Growth Time
As we move our outdated thinking on professional growth, we will also reflect on our use of time and structure for it. The time spent on growing staff must increase significantly and become a natural part of not just the workweek, but the workday. Professional learning must become the very roots of our educational system and our choices in scheduling it, planning it, supporting it, and so must reflect the new deeply held change. Staff must engage in professional learning dialogue and discussion at least 2-3 times per week and ideally reflect in a structured manner of the teaching practice equally as much. These are not seen as meeting times to do something different in the same one-stop method as before but an extended use of PLC time to integrate, reflect, review, and share solutions or pathways to the issues concerning school culture and student achievement.
As we move our outdated thinking on professional growth, we will also reflect on our use of time and structure for it. The time spent on growing staff must increase significantly and become a natural part of not just the workweek, but the workday. Professional learning must become the very roots of our educational system and our choices in scheduling it, planning it, supporting it, and so must reflect the new deeply held change. Staff must engage in professional learning dialogue and discussion at least 2-3 times per week and ideally reflect in a structured manner of the teaching practice equally as much. These are not seen as meeting times to do something different in the same one-stop method as before but an extended use of PLC time to integrate, reflect, review, and share solutions or pathways to the issues concerning school culture and student achievement.
Embedding Professional Growth into the School Day
Traditionally, professional growth is often seen as disconnected to the teaching day. Teachers teach during their class time and learn "about" teaching during professional development time or days. This creates a divide which should not exist. Learning should occur during teaching, even if the realization occurs at a deeper level later during reflection. This changes how observations are integrated, feedback is discussed during coaching sessions, and resources are provided. Evolution in this thinking then provides a shift from observations as summative evaluations to ongoing assistance and support in the workday schedule. Furthermore, professional development can become individualized and differentiated. Some teachers may be working on pacing of the lesson structure while others are working on using questioning to gather better ratio when checking for understanding. As it becomes more integrated in the school day, research shows that it will be more valid in the staff's eyes, have a greater impact on student achievement, and become longer lasting.
Traditionally, professional growth is often seen as disconnected to the teaching day. Teachers teach during their class time and learn "about" teaching during professional development time or days. This creates a divide which should not exist. Learning should occur during teaching, even if the realization occurs at a deeper level later during reflection. This changes how observations are integrated, feedback is discussed during coaching sessions, and resources are provided. Evolution in this thinking then provides a shift from observations as summative evaluations to ongoing assistance and support in the workday schedule. Furthermore, professional development can become individualized and differentiated. Some teachers may be working on pacing of the lesson structure while others are working on using questioning to gather better ratio when checking for understanding. As it becomes more integrated in the school day, research shows that it will be more valid in the staff's eyes, have a greater impact on student achievement, and become longer lasting.
Connection with School Beliefs and Values
The mission statements and objectives of schools must also drive professional growth plans of its staff. This is powerful in designing the year's overall professional development focus, but relies on the design of modern mission statements.
In the past, school goals and mission statements were carried over from one year to the next and one administration to the next. They were a general statement about excellence, equality, and achievement. The statements of this kind do very little in driving change in culture and achievements. In fact, they often become forgotten pieces of copied and pasted information. In the modern era of education, these statements take on SMART goals and are specific, data-based goals. These goals are Smart, Measurable, Attainable, Relevant, and Tactically sound [SMART]. Examples can be found here of a school's using SMART goals. This forces leaders and staff members to reconsider to be more specific. Instead of listing the school's mission of excellence, the faculty must ask themselves what excellence looks like in their school. They then must work out an action plan to achieve that vision of excellence. Finally, that action plan becomes activities and guided learning with staff during professional development. In this instance, the structure must be highly organized, a concept lacking in many traditional schools.
The mission statements and objectives of schools must also drive professional growth plans of its staff. This is powerful in designing the year's overall professional development focus, but relies on the design of modern mission statements.
In the past, school goals and mission statements were carried over from one year to the next and one administration to the next. They were a general statement about excellence, equality, and achievement. The statements of this kind do very little in driving change in culture and achievements. In fact, they often become forgotten pieces of copied and pasted information. In the modern era of education, these statements take on SMART goals and are specific, data-based goals. These goals are Smart, Measurable, Attainable, Relevant, and Tactically sound [SMART]. Examples can be found here of a school's using SMART goals. This forces leaders and staff members to reconsider to be more specific. Instead of listing the school's mission of excellence, the faculty must ask themselves what excellence looks like in their school. They then must work out an action plan to achieve that vision of excellence. Finally, that action plan becomes activities and guided learning with staff during professional development. In this instance, the structure must be highly organized, a concept lacking in many traditional schools.
Driven From and By Data
Professional development and growth must be connected to data. Data can be obtained from multiple sources and should be cited, even supplied, as the motivation for the current professional development goals, activities, and plans. If a gap is growing between special education students and their peers by 5.2% every year, then the professional development may focus on addressing this topic. SMART goals would be composed and the development and growth opportunities would work to meet and exceed those goals.
Just as data is used to construct the professional development plan, it must also be used to update and adjust the course. As data is returned throughout the year, that data must be considered in evolving or updating the professional development. This can be done in conjunction with reflection opportunities to allow professionals time to analyze, discuss, and consider the impact of the professional development on students.
Professional development and growth must be connected to data. Data can be obtained from multiple sources and should be cited, even supplied, as the motivation for the current professional development goals, activities, and plans. If a gap is growing between special education students and their peers by 5.2% every year, then the professional development may focus on addressing this topic. SMART goals would be composed and the development and growth opportunities would work to meet and exceed those goals.
Just as data is used to construct the professional development plan, it must also be used to update and adjust the course. As data is returned throughout the year, that data must be considered in evolving or updating the professional development. This can be done in conjunction with reflection opportunities to allow professionals time to analyze, discuss, and consider the impact of the professional development on students.
Individualized Plans and Micro-credentialing
Resources devoted to professional growth of the staff must no longer be seen as an expenditure. These are investments into the individual professionals of the building, which in turn, is an investment into the students every year. The longer the staff is retained, the more the investment pays off, given that they continue to grow. Time and instructional coaching staff can be limited when considering individualizing and differentiating professional development; however, the more individualized the development, the greater the impact on the educator. Part of this prioritizes individual voice and choice on their development path as well. Educators can become conscientious reflectors, who can primarily determine what they need to work on to best benefit their students. This will again take a shift from traditional person/expert delivered presentations to technology integration. Utilizing edtech, Google Classroom, or personally designed websites, provides the opportunity to build and deliver more individualized professional development. If a teacher needs to develop vocabulary integration, a specific course or PLC can be created to assist in vocabulary development.
As professional development undergoes modernization, novel ideas arise. Schools are beginning to take on the business world's micro-credentialing of the staff. This is where the staff takes individual initiative or assigned topics and then demonstrate an advancement of knowledge and skill. After doing so, the staff member receives a digital credential for a specific skill. This is usually a graphic with a level for the associated mastery. Bloomboard provides many examples, such as Idea Gathering.
Explore more about BloomBoard and Digital Promise: Micro-Credentials
Resources devoted to professional growth of the staff must no longer be seen as an expenditure. These are investments into the individual professionals of the building, which in turn, is an investment into the students every year. The longer the staff is retained, the more the investment pays off, given that they continue to grow. Time and instructional coaching staff can be limited when considering individualizing and differentiating professional development; however, the more individualized the development, the greater the impact on the educator. Part of this prioritizes individual voice and choice on their development path as well. Educators can become conscientious reflectors, who can primarily determine what they need to work on to best benefit their students. This will again take a shift from traditional person/expert delivered presentations to technology integration. Utilizing edtech, Google Classroom, or personally designed websites, provides the opportunity to build and deliver more individualized professional development. If a teacher needs to develop vocabulary integration, a specific course or PLC can be created to assist in vocabulary development.
As professional development undergoes modernization, novel ideas arise. Schools are beginning to take on the business world's micro-credentialing of the staff. This is where the staff takes individual initiative or assigned topics and then demonstrate an advancement of knowledge and skill. After doing so, the staff member receives a digital credential for a specific skill. This is usually a graphic with a level for the associated mastery. Bloomboard provides many examples, such as Idea Gathering.
Explore more about BloomBoard and Digital Promise: Micro-Credentials
Follows Research-based Professional Development Standards
As students and teachers are held to higher standards, facilitators and instructional coaches are also held to higher standardization of staff growth and development. It is important that these standards are research-based and vetted before adoption. Under Essentials of PD page on this site, Learning Forward's Professional Development Standards for Oregon are provided as a framework for quality and research-based qualities. While some may feel that standards become too controlling, the research shows the numerous positive impacts of having standards as a target goal in building professional development.
As students and teachers are held to higher standards, facilitators and instructional coaches are also held to higher standardization of staff growth and development. It is important that these standards are research-based and vetted before adoption. Under Essentials of PD page on this site, Learning Forward's Professional Development Standards for Oregon are provided as a framework for quality and research-based qualities. While some may feel that standards become too controlling, the research shows the numerous positive impacts of having standards as a target goal in building professional development.
Hirsh, S., & Killion, J. (2009). When educators learn, students learn: Eight principles of professional learning. Phi Delta Kappan, 90(7), 464-469.
Retrieved from the ERIC database.
Retrieved from the ERIC database.