SCRIPT:

As teachers, we always aim to maximize every child’s greatest possible potential. This becomes possible if we are equipped with what to teach, what resources to use, how to teach it and how to assess the learning. Knowing the content of instruction, the appropriate materials and resources to use, applying effective teaching and assessment strategies are the core of our profession. We gain these skills through continuing education, workshops, trainings and other opportunities of professional development. All of us, even seasoned teachers need ongoing professional development. The desired result is that when teachers are educated and trained, they can translate those newly acquired information and practices in their respective classrooms and in turn impact student learning and performance.  This tells me that professional development is important. It is vital that teachers are attending, participating and engaged in learning environments that can impact their teaching, and affect student learning. 

 

At present, this is how your typical professional learning environment looks like? Teachers are present, but not engaged. Visuals and resources are available but not effective? Topics are presented but are not relevant to all every participant? After the session, participants leave with this in mind? Now what? They return to their classrooms, somehow overwhelmed how to practice what they have learned, if they even learned any? Or some will just go by their day as if nothing needs to be changed because they did not learn anything valuable to apply? This is such a sad reality. But we can revive the true rationale behind every professional learning opportunity. It’s high time we shift the mindset that we only PLs or PDs for compliance, we need to start experiencing again meaningful learning environments. 

 

In 2013 Allison Gulamhussein in her paper with the Center for Public Education outlined 5 principles that will guide school leaders in designing effective professional learning opportunities for teachers. 

 

1. Duration/TIME- extended PD; significant; ongoing

-A true professional learning community allows time for learning to take place throughout the school year or even for as long as it is needed. This provides the teachers ample time to PRACTICE applying the new information and practices. Give them TIME for INSTRUCTION to apply new skills, as well to identify and solve transfer of skills problem which is inevitable with every aspect of change. Most importantly Provide TIME for constant COACHING to guide the implementation of new skills and practices. Teachers feel more supported when there is follow up coaching even after the PDs.

 

1. SUPPORT- address specific challenges of changing classroom practice-

• Support during IMPLEMENTATION stage where teachers may become frustrated. Support during this CRITICAL stage where teachers are needing the continuous COACHING with implementation

 

1. ENGAGEMENT- promote active participation

- Just like in our classrooms, learners will retain information when they are actively engaged during instruction. During PLs, do away with lectures, instead allow teachers to learn new concepts in various interactive ways such as role playing , open-ended discussions, livemodeling, and classroom observations todiscuss the teaching methodology

 

1. MODELING - demonstrate new practice

-  When learners see actual demonstration of the practices, they can understand more the concept. As a result, they will most likely apply it and remain open to adopting it. Modeling also provides the teachers an opportunity toidentify how they can modify or adapt new skills basedon their respective student needs

 

1. RELEVANCE- content should be specific to target audience/participants

• Content should always be relevant to the each and every PD participant. An elementary school teacher will not benefit from attending a PD where the topics are addressing secondary student needs. The same way a Middle School Math teacher should not be part of a Science PD. They should be able to use content in their respective classes and students. Concepts should be useful to their specific discipline, so they can see it valuable

 

I find these principles very simple yet very practical approaches that can make a difference in providing meaningful learning opportunities to us. We should all be held accountable to it as student learning outcomes depend on our teaching practices. It should be considered a priority as the stakes are high, we now live in an era where academic standards are raised every year, and where for some teacher evaluation and salary are even dependent on it.

 

If we aspire to bring about change in our current educational system, let’s be part of the solution, not the problem, let’s work together to transform our professional learning communities and make it effective, because this advocacy will directly benefit our students.