EDLD 5389
Professional Learning Strategy
Week 5 Final Assignment
By:
Danielle Quade
Introduction
When it comes to Professional Development opportunities, unfortunately, it often comes with a negative connotation. Many teachers and educators can often approach professional developments with a fixed mindset (like myself) because they do not understand why they need to attend the presentation when it does not adequately meet their needs. Learning often occurs when the learners are actively engaged and involved in making meaningful connections to the material rather than passively obtaining the information from a lecture-style presentation. That is why schools must decide to move away from professional development and move towards more effective professional learning opportunities.
After reading, Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability by Gulamhussein (2013), I find myself wondering if any other teachers are like myself and struggle to implement those strategies and resources from the "Set and Get" and "One Size Fits All" approach to professional development. After approaching many of my colleagues on campus about their thoughts on this topic, I realized I was not alone. I introduced the idea of professional learning to them, and they were ecstatic with the idea of it. The critical points to implement adequate professional learning on implementing Google Classroom on my campus will be discussed below.
Call to Action
Technology is such a great tool and resource for teachers. I have been with my district for almost five years now. When I first started, everything was paper or textbook-based. Unfortunately, we had little to no technology resources. I struggled with making connections to students to keep them engaged and on task. I fell in love with play-based learning in undergrad, and that was successful in some areas of the curriculum but was lacking in other areas. I was not making the connections I needed. We have slowly implemented 1 to 1 devices over the last three years. Having the opportunity to implement technology in the classroom has drastically changed my classroom environment. My students are thrilled to learn various things and are far more engaged and excited about learning.
Teachers are often required to use new and innovative resources and strategies to teach their students, but we often forget that those new strategies can take time and practice to implement them successfully. It is essential to take the time to address learners' needs and activate their prior knowledge to be effective. Educators need to have the opportunity to receive the proper training and support needed to fully understand how to implement appropriate active learning strategies for their students. Professional learning allows them the opportunity to feel comfortable and assured when receiving and implementing this information. It is also essential to meet teachers where they are and ensure that their needs are being met. Professional development does not need to be advertised as a universal "fix". Teachers must be successfully equipped with the tools and resources they need to be effective in the classroom. Changing to a "Go and Show" form of professional learning will be an ongoing process, just as when teachers try to change and evolve the way they engage and innovate with their students in the classroom. I am always interested in what changes can be utilized in my classroom to help my students be successful. The change to a new and improved professional learning model creates that very same curious feeling. I believe teachers, including myself, can accomplish great things in our classrooms by having the opportunity to learn at our own pace when implementing new tools and resources.
Professional Learning - A Call to Action
Professional Learning Blueprint
My outline for my professional learning plan is set up into six stages. The first stage starts with my Call to Action addressing the need to implement the support system necessary to achieve the identified goals of learning how to successfully implement Google Classroom on our campus. Then, it begins to address the implementation stages through Google Classroom Introduction, Understanding How Google Classroom Works, the Various Components of Google Classroom, How to Stay Organized, and How to Communicate using Google. As the school year progresses, administrators and the technology specialists will provide surveys to determine the effectiveness of the professional learning plan as well as the learning progress of the new resource.
Professional Learning Outline - Implementing Google Classroom
Audience
The target audience for this professional learning plan is all certified teachers and support staff at Eustace Intermediate. The teachers are overwhelmed with the various tasks it takes to ensure we meet students’ needs both face to face and virtually. Our staff's needs will be the district's technology, something to take notes with, and a growth mindset as we explore these various resources Google Classroom can offer through this professional learning opportunity. Staff will also need ongoing support and modeling through the year on using these resources to continue meeting students’ needs adequately.
Fostering Collaboration
Collaboration will be fostered throughout this plan, using various resources and strategies. Instructional specialists will coach colleagues by modeling and guiding teachers to use new tools and resources to plan effective distance learning instruction. Some of these resources and strategies include small groups, in the moment coaching, turn and talk, team collaboration, and face to face feedback opportunities. When teachers feel comfortable enough with the resources and strategies of Google Classroom, they can become peer coaches to help their teams be more successful throughout the school year. This will help to advocate for teachers to help better meet students’ needs.
Fostering Self-Directed Learning
Teachers will continue to be ongoing learners as they progress through navigating their way through self-directed learning. They will continue to navigate through transitioning from both face to face and distance learning. Self-directed learning is built directly into this plan. Teachers will use these resources to plan and perform the necessary tasks to support students.
Professional Learning Instructors
The professional learning instructors will be the campus instructional specialists and two other experienced teachers who use technology frequently in their classrooms. These leaders will be the teachers and specialists who will perform the modeling and coaching of the various stages of the professional learning opportunity because of their experience with Google Classroom and implementing it in their classrooms. They will be readily available to assist fellow teachers with any questions or concerns.
5 Key Principles of Effective Professional Learning
1. Professional Learning is ongoing with continued support that allows teachers to learn various strategies and implement them in the classroom.
2. Teachers are provided with support throughout the entire process to address any challenges they may have during this time.
3. Teachers have the opportunity to be actively engaged through each step in the process to make sense of the new skill or strategy they are working on.
4. Opportunities are done with effective modeling that allows teachers to thoroughly grasp the concept and what it would look like in the classroom.
5. The content presented to teachers is specific to their grade levels and their needs to succeed in the classroom.
Timeline
Resources and Media
The following resources and links are great for teachers to preface before coming to the meeting to get familiar with the material beforehand and come with any questions they might have. The resources are also great if teachers need to refer back to anything that was discussed.
Summary
The overall end goal for this professional learning plan is to have the opportunity to increase student achievement through navigating a face to face and distance learning environment through the use of Google Classroom and all of its resources. These resources allow teacher support that is ongoing, supportive, and engaging through effective modeling and collaboration opportunities specific to the teachers’ content needs. Implementing this plan aims to foster a stronger climate and culture on campus, ensuring the students' success is the top priority.
References
Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. (2011). Active learning not associated with student learning in a random sample of college biology courses. CBE
Life Sciences Education, 10(4), 394-405. https://doi.org/10.1187/cbe.11-07-0061
Duarte, N. (2009, December 16). Five Simple Rules for Creating World Changing Presentations. [YouTube.] Retrieved from https://www.youtube.com/watch?v=hT9GGmundag.
Duarte, N. (2013). Resonate: present visual stories that transform audiences. John Wiley & Sons.
Goodwin, B. (2015). Research says/does teacher collaboration promote teacher growth? Educational Leadership, 73(4), 82-83. Retrieved from https://www.ascd.org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher-Collaboration-Promote-Teacher-Growth%C2%A2.aspx
Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from https://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf