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Teachers learn best through an ongoing professional development model that marks a cultural shift from one of traditional isolation to one befitting an educational practitioner. By immersing teachers in a culture of ongoing learning, the likelihood of implementing new ideas increases.
The dramatic shift from a culture of isolation to ongoing professional development requires agreement on the school-wide focus and the direction taken to enhance student achievement in that area. The professionally invigorating climate, school-wide focus, and benchmark goals necessary to impact student learning should be as expected at every school as the morning flag salute. While such a culture is relatively uncommon in schools today and despite increasing daily challenges, this shift must begin to give teachers an environment where they learn best.
Teachers learn best through an ongoing professional development model that marks a cultural shift from one of traditional isolation to one befitting an educational practitioner. Traditional professional development often incorporates methods not aligned with active learning. Teachers typically sit and listen to an expert who advocates hands-on learning for students but puts little of this talk into practice during the training. This style of professional development is not only hypocritical but outdated and a disservice to professional educators. Teachers deserve better and can have what they need in a relatively inexpensive manner – by being given time to maintain a vibrant connection between training and practice. Ongoing professional development fosters the kind of support teachers do not have within their traditional culture of isolation.
The literature emphasizes a laboratory-type setting where teachers recognize their environment as learning enriched rather than learning impoverished. This study provides an excellent starting point for the shift in structure from one-shot, atheoretical, passive professional development sessions to sustained, proactive, theory-based activities that are part of a culture of ongoing professional development.
Focus groups were conducted in three schools in Los Angeles County who were enacting a program with an ongoing professional development component. Three hour long focus group sessions were held at each school with tenured teachers to glean insight on how they perceived literature recommended professional development components of peer coaching, reflective dialogue, and consistent feedback. Participation was voluntary.
Recommendations
School-wide focus on the site plan
A shared focus is a school-wide commitment directly connected to student learning. The idea of a student learning connection related to a variety of professional development activities provides a stark contrast to the structure of traditional professional development efforts.
The connection of teacher learning needs to school-wide goals requires firm establishment since it will act as a barometer indicating areas where more dialogue and training are needed. This constant re-evaluation of teacher learning needs would typically not lead the site astray from its school-wide focus, but rather strengthen the necessity of improvement along the journey towards predetermined goals. The drive to reassess teacher learning needs reveals whether the commitment to a culture of professional learning is permeating the roots or merely the topsoil.
A professional development plan must show how the various professional development strategies will help students meet instructional goals at set times throughout the year. According to the data, elements of the plan should include the types of ongoing support teachers will receive as well as the ways data will be collected and analyzed.
Benchmarks
Benchmark dates need to be assigned to give teachers and students a target towards which to aim. The dates for particular accomplishments within the school-wide focus will guide teachers’ efforts as well as the training opportunities throughout the year. For example, should teachers want students to be able to display particular writing skills by winter break, times for analysis of student work samples must be determined, and outside speakers or staff members may conduct training sessions on how to incorporate various writing strategies for particular groups of students - all of which leads up to the date when results are expected. Publicly reviewed results should accurately reflect reality whether positive or less than positive. Problems not discussed openly will only give way to larger problems later. These issues need resolution through instructional adaptation readily available within the culture of ongoing professional development.
A non-judgmental culture
Peer observations, reflective dialogue, and feedback opportunities should not be opportunities for teachers to evaluate one another. This study advocates a model similar to brainstorming or therapy where the context is non-judgmental. These activities have far less of a chance for success if they are undertaken in an atmosphere where the teacher is “on the spot” by becoming the subject of discussion. Ideas and teaching strategies should be topics of discussion rather than the performance of a particular teacher. It is recommended that the non-evaluative nature of these activities be clarified from the start.
Peer observations provide a unique avenue for seeing demonstrations that clarify the innovation and the basis for further professional discussion. Peer observations are credited with increasing retention within the teaching profession and are a bold move away from isolationism.
Create an infrastructure to ensure classroom coverage
If the goals are meaningful to administration, coverage would automatically be arranged through a preset system rather than viewed as a sudden inconvenience when the issue arises. The preset system would involve how a teacher is to schedule a visit to another classroom and who will cover the observing teacher’s class. A system publicized for all invites new and experienced teachers to take advantage of it. Infrastructure installed to ensure the ability of teachers to take advantage of the strategy speaks volumes regarding the value of this type of teacher learning.
Ensure productive opportunities
A critical component for any ongoing learning environment is the creation of regular opportunities to reflect and dialogue about professional issues. Teachers in the study recognized the value of learning from one another. Reflective dialogue enlivened the practice of many teachers in the study and enabled to mine the expertise of one another. Such mining may take place regularly if the opportunities to do so are available.
Single-issue faculty meetings moderated by peer-selected faculty member(s) could readily direct attention to instructional strategies related to the school-wide focus. Or time may be allotted for reflection and dialogue during the school day.
The creation and maintenance of an ongoing learning culture requires increasing professional development time in a variety of ways. Restricting time required for non-professional duties could free up more time for professional development. A “substitute bank” of thirty to forty days per year established in collaboration with the district, from which teachers can withdraw, may support special professional development activities and other development projects. Grants written to foundations or other funding agencies may secure monies to fund release time for planning and dialogue purposes.
Teachers must adjust to the fact that they are always educators, even when not in front of their class. They should not feel guilt when away from students for professional development purposes. Professional learning is easily sustained if provided in addition to all current teacher duties. Professional development, when realistic and realistically paced, does not burden teachers but should provide a stimulating relief as new ideas encourage and energize them.
Involvement of all teachers in dialogue has value even in the face of potential argument and debate. Conjecture, weighing of rationales, critiquing, and explorations of viewpoints are all part of inquiry. Active dialogue should incorporate a variety of viewpoints in productive disagreements that increase understanding and diffuse tensions that build over time.
Link reflective dialogue to the school-wide focus
This type of reflective dialogue could include speaking openly about specific content areas, problems students might confront in learning that content, and instructional strategies that address anticipated problems or solutions. Such exchanges enhance interest in ongoing learning. Teachers are more eager to participate in professional development activities if they feel students would benefit and they’d grow professionally.
Knowledgeable, specific feedback
Both experienced and new teachers in the study desired regular feedback on their teaching practices. Feedback can be verbal, via written notes, or by email. The source of the feedback is less critical than it’s substance since the free flow of ideas are part of an optimal work environment.
The data frequently showed teachers desire feedback from knowledgeable sources. Specifics regarding instructional strategies from experienced practitioners have lasting impact over a simple positive or negative evaluation from an administrator. Teachers welcome feedback from a knowledgeable source. Interestingly, the majority of experienced teachers in this study desired more feedback than what was given. They would like to hear input on potential areas of deficiency and receive incremental “next step” suggestions.
Authentic learning situations
Experienced teachers in the study felt “drop in” times create more authentic observations than preset appointments. Artificial appointments are the traditional forums for staged observations. Content presented, student interaction, and assignments given form the basis for everyday teaching and learning. Everyday teaching may not be as carefully prepared or elaborate but that is when the feedback is most applicable.
Peer observations present potential teacher union conflicts. Teacher unions need foreknowledge of the intent of peer observations since uninformed teachers will likely sense these observations could impact their evaluations. The peer observations must always remain non-evaluative in nature. The observing teacher visits to learn from what he or she sees rather than to provide direct feedback to the teacher being observed. Celebrate results and plan ahead
Recognition must be in place if the effort is legitimate. When administrators do not recognize the work being done by attending dialogue sessions, reviewing work samples, publicly reviewing progress, and celebrating the efforts, teachers lose their drive to continue. The professional development efforts to make need to be consistently in the conversation of staff, students, and parents in order to be significant.
According to the data, a lack of discussion about the innovation will make the environment seem no different from previous years and old reform efforts that have drifted away. In essence, the value and importance of the effort will be lost if results are not visible. Even if small, improvement requires visible recognition. The concrete results seen from the first benchmark goal will drive the remainder of the effort.
Conclusion
Learning impacts action. Teachers act based on what they know has worked in the past and what they are reasonably confident will work in the future. Without new ideas, the desire on the part of teachers to try new things is very limited. By immersing teachers in a culture of ongoing learning, the likelihood of implementing new ideas increases.
The dramatic shift from a culture of isolation to ongoing professional development requires agreement on the school-wide focus and the direction taken to enhance student achievement in that area. The professionally invigorating climate, school-wide focus, and benchmark goals necessary to impact student learning should be as expected at every school as the morning flag salute. While such a culture is relatively uncommon in schools today and despite increasing daily challenges, this shift must begin to give teachers an environment where they learn best.
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