The sustained PD article was extremely interesting. I thought the strategies that were presented were useful not only for planning my PD, but I could also apply them to my classroom. The instructional framework (establishing framework, teacher modeling, and guided instruction) is essential to classroom success, but I think it is also essential for PD. Too many times we sit through PD with no real purpose given other than it is required, and all we do is listen to a presentation. Without the opportunity to work with and manipulate the new information with the presenter and with our colleagues, we cannot expect any new program to be successfully implemented in a classroom.
The article also spoke of the importance of group work in the classroom, but again, this is applicable to PD as well. PD leaders can work with small groups in order to deliver a more specialized, focused program. Small groups of colleagues can collaborate to ensure that the PD program is implemented and determine the best way for their group to keep one another accountable. Small groups are also able to discuss what worked and what didn't, and they can easily exchange information to make the program productive.
As I develop my PD, I think I want to focus on smaller groups so that I am more productive. I think my time and my colleague's time would be best spent analyzing useful, applicable strategies rather than generalized ones aimed at the entire staff. I also know I need to make sure that my colleagues have the appropriate time to work with me and their collaboration partners so that questions can be answered, potential problems can be hashed out, and success can be ensured. Finally, I know that I need to account for time after the PD and after they've had a chance to implement the program in their classrooms to check up on them, answer questions, and tweak the program as needed.
As a side note, I thought the Instructional Routines in Figure 1 were interesting! I've heard of and used a few of them, but I want to try to implement a few more in my class, especially the Barrier Games and Conversation Roundtable. We're working on literature circles, and I think the Conversation Roundtable idea could help with the groups that lack full participation.
Questions:
1) Taking into consideration all the PDs you've attended (voluntarily or otherwise), is there something tangible that you've walked away with that is useful to you and doesn't end up as another unused resource on your bookshelf?
2) Is there any other data that we need to consider when developing a PD other than the results of our surveys?
"Small groups of colleagues can collaborate to ensure that the PD program is implemented and determine the best way for their group to keep one another accountable." - I really like two aspects of this statement! We definitely need to be better about having teachers involved in choosing the professional development in which they participate. Also, I love that you mentioned the idea of keeping one another accountable. If teachers had more choice and investment, they would keep each other accountable in terms of taking PD seriously, and the teachers and literacy leaders would hold each other accountable as well. This brings to mind a question I've been pondering. How do you guys think we could approach a administrators/leaders who might be reluctant about giving students some semblance of choice with PD?
ReplyDeleteA couple of years ago, I attended a Kagan workshop, which is somewhat a prescriptive "here's your method" sort of thing, but I did get something really valuable out of it. They use a lot of timers, to put pressure on students to focus, and to give all students a chance to share equally, and that's something I've taken and adapted to my class. I use timers almost every day, and it's really helped my classroom management. It's a relief to know that PD doesn't have to be perfect to be valuable, although I do want to focus on making my PD project more responsive to teachers' needs.
I'm not sure how to best approach admin/leaders... I have had success when I've used times as well. I think having the defined time and holding students to a schedule makes them more productive and responsible. They can clearly see what is expected of them and when.
ReplyDeleteYou might want to think about suggesting to administrators that you begin with a small group of really interested people. If you don't have to run lots of things at the same time, it is easier for you and for them to see the success.
ReplyDeleteMelissa, as for other data, what you know about the target audience is important to consider, as well as what you know about your own setting.