The article “Teachers. Learners, Leaders” made me rethink what I see as
professional development. As I look at what happens in my building for
professional development,I would say most of it is really training and staff
development instead of professional development since in this article professional development is defined as “self-chosen activities that teachers can do individually or as a group, such as action research” (pg. 2). As I look at through this lens, I do see opportunities our district provides for professional development, but I question how many teachers take advantage of them. For example, we get paid self-directed time for half of our early release Fridays, a few hours paid to work on our TPEP (Teacher/Principal Evaluation System) growth goals, reflection, etc, as well as a few hours of department time where
we can collaborate with others in addition to opportunities provided through our involvement with the Center for Collaborative Support.
development instead of professional development since in this article professional development is defined as “self-chosen activities that teachers can do individually or as a group, such as action research” (pg. 2). As I look at through this lens, I do see opportunities our district provides for professional development, but I question how many teachers take advantage of them. For example, we get paid self-directed time for half of our early release Fridays, a few hours paid to work on our TPEP (Teacher/Principal Evaluation System) growth goals, reflection, etc, as well as a few hours of department time where
we can collaborate with others in addition to opportunities provided through our involvement with the Center for Collaborative Support.
I think that TPEP has pushed us toward providing professional development
in that it requires individual teachers to show growth in our students and our
teaching practices. or example, with growth goals we are asked identify an
area our students need to grow that is in alignment with teaching standards.
We are also asked to identify the assessments that will help determine that
growth so that our information is data driven. Additionally, we are asked to
identify what tools and resources we need to support growth in our students.
As we are helping our students to grow we are working both as individuals
and with others to show growth in our classes as well as the entire grade level. Thenat the end of the TPEP cycle we are asked to write a narrative with our reflection. In additional to creating a growth goal for our students we also are asked to identify an area that we need to improve on whether on focus or comprehensive. We begin this process this by reflecting on our own teaching practices. Once we have identified our area of focus we need create a SMART goal (Specific, Measurable, Attainable, Results Focused and Time period for it to be achieved) as well as to identify what resources and supports we need. Then at the end we need to provide a narrative about our process and results. As with all things, some teachers will do this out of compliance and the need to do it to have a job the next year, while others will embrace it and truly grow in their profession. Overall, I think TPEP drives our professional development to meet many of the needs of adult learning - extrinsic motivation, content driven, differentiated, narrative - but, I thinkif we taught the action research model and let people know what others were working on, we could
have more collaborative and meaningful growth.
and with others to show growth in our classes as well as the entire grade level. Thenat the end of the TPEP cycle we are asked to write a narrative with our reflection. In additional to creating a growth goal for our students we also are asked to identify an area that we need to improve on whether on focus or comprehensive. We begin this process this by reflecting on our own teaching practices. Once we have identified our area of focus we need create a SMART goal (Specific, Measurable, Attainable, Results Focused and Time period for it to be achieved) as well as to identify what resources and supports we need. Then at the end we need to provide a narrative about our process and results. As with all things, some teachers will do this out of compliance and the need to do it to have a job the next year, while others will embrace it and truly grow in their profession. Overall, I think TPEP drives our professional development to meet many of the needs of adult learning - extrinsic motivation, content driven, differentiated, narrative - but, I thinkif we taught the action research model and let people know what others were working on, we could
have more collaborative and meaningful growth.
In our district, we also have the opportunity for professional growth through
attending or presenting at our Powerful Learning Conference which our school district along with neighboring districts which make up the Center for Collaborative Support put on every August. For this conference teachers within those school districts are asked to not only submit ideas of what they would like to learn, but
they also given the opportunity to submit proposals for presentations. This conference is free to those in the represented districts while others pay a small
fee to attend. I have been both a participant and a presenter at this conference over the last few years, and I would say that the presenters are ‘energetic risk takers whose integrity, high-efficacy, and content knowledge give them credibility” (Teacher Leadership Skills Framework - pg. 1) with the attendees. Since you get to pick the classes you go you can choose to attend those that meet your needs as well as you can go to as many or as few as you wish. I only wish that we had
more time to reflect and plan how we would apply the new knowledge.
attending or presenting at our Powerful Learning Conference which our school district along with neighboring districts which make up the Center for Collaborative Support put on every August. For this conference teachers within those school districts are asked to not only submit ideas of what they would like to learn, but
they also given the opportunity to submit proposals for presentations. This conference is free to those in the represented districts while others pay a small
fee to attend. I have been both a participant and a presenter at this conference over the last few years, and I would say that the presenters are ‘energetic risk takers whose integrity, high-efficacy, and content knowledge give them credibility” (Teacher Leadership Skills Framework - pg. 1) with the attendees. Since you get to pick the classes you go you can choose to attend those that meet your needs as well as you can go to as many or as few as you wish. I only wish that we had
more time to reflect and plan how we would apply the new knowledge.
The last way that our school district through the Center for Collaborative
Support helps teachers with their professional growth is by running book studies
once each quarter. Again this is optional. At the beginning of each quarter we
are given an electronic flyer that lets us know what book studies are
available for the quarter. All work is done online. They are set up so we read
one week and apply the following week and answer questions based on that
learning. Educational coaches from the various districts are in charge of the
book studies. Not only do you get to talk about what works and what doesn’t
work you get see a wider variety of perspectives than you would if it was just ran
through our school district. Again, this is optional and not all teachers will participate,
but it is a great support for those who choose to use it.
So as I look through this new lens I find that our district provides many
opportunities for professional learning that meet the needs of adult learners.
My questions that I still have spinning around in my head are “Why don’t people
take advantage of these opportunities?” and “What can we do to make
people see the importance of professional development?”
people see the importance of professional development?”
References:
Lieberman, A. (2010, June). Teachers, learners, leaders. Educational Leadership, 67, 1-6.
Lieberman, A. (2010, June). Teachers, learners, leaders. Educational Leadership, 67, 1-6.
Pillars of andragogy. (2001). New directions for adult and continuing education, 89.
(n.d.). Teacher leadership skills framework. Retrieved October 10, 2018, from
http://cstp-wa.org/teacher-leadership/teacher-leadership-skills-framework/
http://cstp-wa.org/teacher-leadership/teacher-leadership-skills-framework/
