Teachers? How many of your PD presenters were willing to come into your classroom and demonstrate what you’re learning live with students in their natural element?
Principals? If a teacher you’re evaluating needs support in instructional or classroom management strategies, do you feel equipped to show them how it’s done?
PD Presenters? Do you ever get the opportunity to teach alongside someone who is learning from you?
These are the moves that make a difference. I’ve recently been reminded of this.
Since September, I’ve been involved in a new professional learning model that is built around job-embedded learning opportunities for one main reason.
To see if it works better. And it does.
Bad professional development is the worst-kept secret in education. I’ve attended them. Heck, I’ve given them. I’ve been called in to present some tech tool for a half-day to some captive staff and never heard from any of them again. Now, I’ve been told I put on a pretty good show. We laughed some. I used some fancy strategies.
But, I doubt they learned a thing. And what’s worse? Everyone seemed cool with that.
Well, our team stopped being cool with that. If it’s worth training, it’s worth putting a structure in place that will actually impact teacher and student experiences. And it required re-discovering modeling in the classroom.
And so, the former HS geometry teacher who’s last year in the classroom was 2014 with mostly 10th and 11th graders is going into early elementary classrooms and teaching math.
I promise, the students aren’t the only one learning something. Because I’ve discovered a paradox. In many ways, good teaching is good teaching. And in other ways, the early elementary classroom is a whole different world than the 10th grade classroom.
It isn’t always pretty. It is NEVER perfect. But it is almost always productive. And that is a massive step in the right direction from the standard remembrances of PD’s past.
Because here’s the reality. Can an elementary teacher learn from a HS teacher? Yes. But talk only goes so far. The PD presenter might say, “Your students need more opportunities to respond during your whole group time”. It is perfectly reasonable for the learner to say, “Can you show me what that looks like?” And instead of a cheeky demo on-the-spot, you make an appointment and a plan and go and teach that teacher’s students.
The feedback has been overwhelming. And the impact on teacher practice has followed suit.
And the stated difference in the feedback is the modeling. That has changed the game.
So, PD presenters: What options do you have to connect with folks you are presenting to? How might you get into classrooms to demonstrate?
Principals: How does your credibility spike when you can own a classroom for a half-hour to demonstrate good practice?
Teachers: If you have a trouble area in your practice, invite someone in.
It’s high time we start holding our professional learning to a higher standard.