I had the pleasure of attending the workshop you facilitated on “Using 7 Effective Principles of Effective Instruction to Prepare 21st Century Learners”, for ASCD on January 26, 2010. This was an excellent presentation. I was encouraged by your enthusiasm and passion for creating a learning environment that meets the needs of every child. Consequently, I’ve been working to development a number of mini presentations for my faculty meetings, over the next few months.

As a Principal, I am ecstatic to read your views on revising professional development. Each year I sit in on professional development workshops my school district selects; that aren’t relative to the true needs of the faculty or the building level administrator.  One of the major problems I’ve found is that we fail to recognize that each teacher or administrator brings with them, individual expectations for professional growth. This is largely due to the fact that regardless of the Districts’ goals, each faculty member is at a different level in their career and personal life. Moreover, there are times when we need to focus on grade specific or content specific concerns or skill development that require small group/grade level interaction. Accordingly, we need to “individualize” or differentiate professional development; just as we seek to differentiate instruction for our students.

We spend an inordinate amount of time criticizing teachers, reviewing test scores/data and compiling instructional strategies to meet standards. However, we do not implement a constructive follow through with professional development that lends the support to faculty to foster the skills of a “Master Teacher”. We cannot introduce a concept at a one or two-day workshop, then expect the teacher to become an expert at implementing the strategy.  Moreover, we cannot meet with teachers one-on-one for an evaluation, once a year if tenured or three times a year if non-tenured, expecting them to make great strides in regards to professional growth. Professional development must be seen as a continuous process that is implemented, reviewed, evaluated and modified over time in accordance with the needs of the participants; and changes in Education.

Nevertheless, with the demands that are placed on Educators, we need to identify a specific set of objectives, in order of priority; then stick with them until each one is carried out successfully. I am a firm believer that Standards-Based Grading and Formative Assessment are valuable methods that can, if implemented appropriately, foster student achievement. This would require administrators, faculty and parents to have a clear understanding of the concepts; and how they would be employed to further learning. I’m currently researching the concepts further as I work on my Ph.D. in K-12 Educational Leadership. Nonetheless, when you review prior studies, Opportunities to Learn (OTL), pretesting and assessment as a teaching tool, Differentiated Instruction, etc., they all have one thing in common; there must be acceptance, understanding, effective training, guidance, support and follow-up with participants, in order to affect positive change. 

Looking forward to following up to see where your initiatives lead. Remember… Change that is efficient and has a lasting effect, takes time.

Teresa-Anne Lucas
    

The most effective example of this was when we had a really energetic presenter come and visit our school two days into the school year.  Teachers were so energized by his practical suggestions that we decided to implement them together.  One of our vice-principals was assigned to lead up a weekly group in which we shared ideas, problems, and encouragement with each other about how to implement the kinds of ideas we received at the conference and new ones we had come across since then.  By the end of the year, the administrator had even set up a schedule through which we could observe each other in the classroom and give each other feedback.

This approach was valuable in several respects.  First, we received an initial rush of energy and motivation through a valuable and practical common experience.  Second, we received the guidance and accountability of a vice-principal to guide us in forming a professional development community.  Third, we used this community to monitor ourselves and each other as we continued to strive to implement these goals.

If professional development is to last, I think it simply must include the elements as stated above.  Otherwise, instead of being professional, it is silly at best, or a waste of time at worst.  Instead of being development, it may be a glint in the eye of the presenter, instead of a lasting program of change and growth.

Best of luck in creating your new program.

PD that
“is customizable so that teachers have several access points and can move through the experience at their own level”

My #1 gripe is not have PD that is useful or even applicable (since I usually find a way to connect my understandings of a concept to my grade level and content area), but that I already possess the knowledge and would love to be “bumped up in ability group” so that I can learn how to apply the foundational knowledge in other ways.

I look forward to your new concept of PD.