Module 4

Module 4

Professional Development Strategies

“Adults learn best when they are self-directed, building new knowledge upon preexisting knowledge, and aware of the relevance and personal significance of what they are learning-grounding theoretical knowledge in actual events” – Job Embedded Professional Development

            I really appreciate this quote from our resource Job Embedded Professional Development, because it summarizes well what I feel is effective professional development. Strategies that have led to changes in my teaching practices have been situations where there is honest communication and mutual respect with a colleague or several other teachers.  A relationship where my opinion is valued, peers listen to each other, and one person isn’t telling others what to do has been most effective for me.   One of the professional development opportunities I had early on was with my formal mentor.  It was required by my school district that I have a mentor for one year when I started at my job, and it was extremely helpful to me in a number of ways.  Not only did she help me navigate the ins and outs of the school I was at, but she also had been in the classroom for many years and had a mass of instructional materials, teaching strategies, and resources that she freely shared with me.  She was always interested in what I was already using or doing, and asked me a lot of questions about things I was trying.  I valued our relationship quite a bit, and had a lot of respect for her, because of how she listened and didn’t presume to have all of the answers.  It caused me to want her input and opinion even more, and I changed some of my methods and practices in the classroom as a result.

Strategies for the Technology Initiative

            Two of the readings that I really appreciated were the articles by Margie Carter, “Supervising or Coaching-What’s the Difference” and “Principles and Strategies for Coaching and Mentoring” because they focused on coaching.  This is probably the approach I’ll take, or strategy I’ll use when implementing my Technology Integration Initiative. 

            In the first article, one statement that has helped shape my strategy is the idea that “Coaching as inquiry suggests using a thoughtful set of questions that promote self-reflection.”  To promote self-reflection, I’ll introduce some facts about how providing digital content to students online can improve student test scores and performance, then follow up by asking the teachers to reflect on ways in which implementing this practice could boost student achievement in their own classrooms.  Carter also defines coaching as “nurturing a learning process,” so my hope is to develop interest in my initiative by making the implementation gradual and free from pressure or criticism.  I’ve found from some of my research that there are many benefits to the students in providing them access to digital content, but I think my challenge with teachers will be getting them to invest the small amount of time and effort up front to be able to make it a regular part of their instruction.  If I can help them to see the immense value, then hopefully that will be incentive enough for them.

Fletcher, Geoff, and Doug Levin. "The Accessibility of Learning Content for All Students Including Students with Disabilities Must be Addressed in the Shift to Digital Instructional Materials.” SETDA. June 2014. 5 March 2015 http://www.setda.org/wp-content/uploads/2014/03/SETDA_PolicyBrief_Accessibility_FNL.5.29.pdf

Wardlow, Liane. “How Technology Can Boost Student Engagement.” Pearson. May 1, 2014. 5 March 2015 http://researchnetwork.pearson.com/elearning/technology-can-boost-student-engagement

Taylor, L. & Parsons, J. (2011). Improving Student Engagement. Current Issues in Education, 14(1). Retrieved from http://cie.asu.edu/

Strauss, Valerie. “Teacher: What I don’t have time to do anymore — and what I’d do if I had it.” The Washington Post. December 22, 2014. 5 March 2015 http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/12/22/teacher-what-i-dont-have-time-to-do-anymore-and-what-id-do-if-i-had-it/

Branding

              According to Sheninger in Digital Leadership, “Brand is a distinctive sum experience people have with a product or service.”  Brand-ed School Leadership, then, would be when school leaders decide on, and work together to develop, a brand for their school or district. Businesses have used the concept of branding for years to make their product noticeable and easily recognized, and schools should try to do the same thing.  The school I’m at has recently spent some time coming up with an updated mission statement, and it’s posted around the school in conspicuous places in the hopes that students and staff will become familiar with it, but branding would be much more effective.  The idea would be to have our staff, students, and administration, as well as parents and community members, come to together and decide on a short statement, or even just a strong word, that everyone could promote and rally around as the representation of the school.  Using social media, an image could then be put forth and promoted to the public of that brand.  It’s more than just a logo or a school mascot, but all of the connotations surrounding the brand that become a part of the school’s image.

Professional Growth and Development

             I’ve been a part of some short-term PLN’s at the school I work at, such as book studies and curriculum committees.  Usually these types of networks have one or two goals in mind, and then once those goals are accomplished, then network no longer meets.  In the case of book studies, often the goal is to work together to learn new teaching methods or strategies, or to just add to your personal store of classroom activities.  Rarely is there any follow-up or continued support for what was presented, although there is some value, in that it gives teachers time to get to know each other better and learn how to work together towards some common goals. 

             Some of the longer-term PLN’s we have at our school are grade level and subject area teams, each of which meets regularly throughout the year.  The drawback with these networks is that we rarely have a specific goal we’re working towards, nor do we have a defined structure to our meetings.  We are just expected to meet and put in the time.  There is value in it, because it enables us to deal with a lot of scheduling and behavioral issues that come up, but it’s not necessarily a time for us to learn new teaching methods or strategies, or share professional skills with each other.  I think it would be difficult to find the additional time it would take to become more of a learning network, because we use the time we’re given to deal with the most pressing issues.  The article “What is Professional Development?” stated that in order for teachers to work together in networks effectively, they must be given enough extra time, which can sometimes require a scheduling overhaul.  I feel like attempt have been made at my school to do this, but teachers already feel so overwhelmed and pressed for time to accomplish everything they’re already responsible for, that any extra time given is used to fulfill those responsibilities.