A Model of PD that Really Works

Last week I spent a full day at @cgu92's school for the sole purpose of sitting with teachers to plan their upcoming PD sessions.

It's a model that was originally developed by @taniasterling and consists of three stages:
Stage One:  "Give a prep":  Teachers sign up to give up one of their prep periods in order to meet with me (or another PD provider).  Together, we do a candid needs assessment to determine how best to spend Stage Two.
Stage Two: "Get 2 preps":  Teachers receive two prep periods to work with me (and/or another PD provider) during the instructional day, in their own school.  During the two periods, the teachers receive the training and practice that we collaboratively decided upon from Stage One.
Stage Three: "Sharing Carousel":  Weeks after the PD is delivered, all staff members enjoy a carousel party, in which the participating teachers discuss with the rest of staff what they learned through the process.


Key to this process is admin support.
Often the admin team help to organize the first stage of signups; of course the admin are instrumental in arranging and coordinating Stage Two, regardless of where the funding comes from for the supply teachers.  In order to encourage participation, Stage Three might involve dinner or some good snacks provided by admin, which help contribute to the celebration atmosphere.  We tried this model for the first time last year, and it was a tremendous success.  This year we're not only doing it at three other locations, but even tried a cooperative model involving staff from two nearby schools sharing not only their knowledge and leadership but their space as well.

Teachers hearing of  the tao of the document camera
Photo: @cgu92

 I don't want to overstate the day, but it was fantastic, even inspiring, to see all these teachers, giving up their prep periods voluntarily to plan their own professional development.  Talk about empowering!  To have teachers taking control of their own PD was some of the most focussed and motivated discussions I've had in a long time.
Teachers were laying it all on the table:  Their areas of comfort, their areas of need, and what they hoped to gain from their upcoming session.
The major advantages of this model of PD structuring is that I'm seeing teachers who may never have otherwise sought out PD in the area of technology integration.



The factors that make the difference?

1.  Job-embedded:  The PD happens during the instructional day, via release time, as opposed to after school or even a lunch'n'learn.
2.  Personal:  The teachers plan their own PD, based on their individual needs, as opposed to a generic workshop offered, and having teachers sign up.
3.  Location:  At their own school, in their own comfort zones, on their own terms, as opposed to having to account for travel time and a break in their routine.
4.  Follow-up:  More than just a "one-off", this model has both planning and implementation built right in, as well as the all-important reflective component in the celebration carousel at the end.


Fast-forward: Today

Google meets SMART in this interactive lesson plan
Photo: @cgu92

Today was delivery day, where @cgu92 and I both provided the learning that we had previously planned with teachers.  Two of us were both essential, as the learning needs of the teachers were so individualized, even within one topic area.  There was excitement and engagement, and the personal attention to professional development needs made for a safe learning environment in which nobody felt pressured or judged.  We'll try to get some of the participants to leave their own comments at the end of this blog post.


Next steps?
I'd like to see a follow-up that includes co-teaching of the strategies in the classroom with the teacher.  In this way, both teacher and PD-provider can use the immediate feedback from the students to guide the implementation, and plan together the next step.

Setting goals before getting started
Photo: @cgu92

Although the sharing carousel is a great way to celebrate the learning that happened, I'd hate for it to seem like an "end of year party", or summative in any way.
Instead, perhaps built into the carousel could be a process for partnering, where other teachers who were not involved in this round, get to pair up for some mentoring with those who just "finished" their learning.  It would consolidate the learning, and build capacity at the same time, not to mention increase self-efficacy and promote team-building.
Process, not product.

Kudos to @cgu92 for planning and organizing the entire process at this school, and for documenting the process through photos.

I love my job.