6 Ways to Improve Professional Learning

No matter your position in education, you have gone through some form of professional development. In many cases, the act of being “developed” comes in a variety of standard types such as workshops, mandated PD days, presentations, conferences, book studies, or keynotes. Many of these are often the one and done variety or conducted in a drive-by manner. Now, don’t get me wrong; some educators find value in the experiences I have outlined above and have gone on to change their respective practice for the better. However, I would say an equal amount have found little to no benefit. The bottom line is that all educators yearn for quality professional learning as opposed to development that leads to sustained improvements in teaching, learning, and leadership. The image below from Katie Martin sums up nicely what educators want out of professional learning. 

Image Credit

So where is the disconnect when looking at the typical professional development offerings? Some recent research provides great insight into this issue (Darling et al., 2017):

Research has noted that many professional development initiatives appear ineffective in supporting changes in teachers’ practices and student learning. Accordingly, we set out to discover the features of effective professional development. We define effective PD as structured professional learning that results in changes to teacher practices and improvements in student learning outcomes. Through a review of 35 studies, we found seven widely shared features of effective professional development. Such professional development:

1. Is content focused
2. Incorporates active learning, utilizing adult learning theory
3. Supports collaboration, typically in job-embedded contexts
4. Uses models and modeling of effective practice
5. Provides coaching and expert support
6. Offers opportunities for feedback and reflection
7. Is of sustained duration 

The same focus areas listed above apply to people in leadership positions just as much as teachers, as supported by research. Leaders need consistent support and feedback on all aspects of the position to continually grow and improve, but the most emphasis should be on issues related to instructional leadership that leads to pedagogical change.

Over the years, I have been blessed to be a part of several long-term professional learning projects in schools and districts across the United States. Even though each project is different, each contains an assortment of classroom observations, strategic planning, coaching, and loads of feedback. Through each experience, I open myself to learn, unlearn, and relearn with the educators that I am working with shoulder to shoulder in the trenches. Below are a few lessons learned.

Model what you expect

Adult learners don’t like to be spoken at. Many want to see what a strategy actually looks like in practice and then have the time to apply it. The also really want to see how it can be successfully implanted when aligned with the realities they face. A focus on the why might get educators all excited, but that typically fades when they need more of the how in terms of what the strategy actually looks like in practice. After you model, give people time to apply what they have learned.

Share exemplars

I am always asked for examples of innovative practices in action and what they look like at various grade levels. It is important for many educators to see success through the lens of their peers. By doing so, the task of change becomes more doable in the eyes of those engaged in the professional learning experience. Thanks to being in different schools each week, I have been able to curate so many artifacts that are then used to help others see how a strategy or idea has been implemented successfully (especially from Wells Elementary). Once an exemplar is shared, give educators time to reflect and then plan their activities.

Feedback and more feedback 

Virtually every educator wants feedback, and when delivered the right way, it can lead to powerful improvements to practice. When it comes to ongoing support in the form of job-embedded coaching, timeliness and specificity are critical in the eyes of the receiver. During year two of my continuing work with Wells Elementary, the administrative team asked me to develop videos for each grade level. For example, after conducting walk-throughs of all third-grade teachers time was built into the schedule for me to create a video emphasizing commendations and areas for growth. By the end of the day, six different videos were reviewed by the teachers during grade-level meetings. The goal was then to act on the feedback prior to my next visit.  Always make time for feedback.

Get Creative 

Doing the same old thing the same old way becomes boring not only for those engaged in professional learning but also for the facilitator. That’s why I am always open to ideas from the schools and districts I work with to spice it up. Recently Cheryl Fisher, the principal of Wells Elementary, asked me to create a scavenger hunt. I am so glad she did, as it was a huge success. Here is some more context. The school opened up three years ago, and I have been engaged with them since the beginning.

In an effort to differentiate on this particular day, I was to work with all first-year teachers. After a hands-on workshop with time to reflect and apply what had been learned, I sent them all on a digital scavenger hunt using Goosechase. Several missions were developed where they had to go find evidence of the practice being implemented by one of their peers. Not only did they have a blast, but also we were all able to see how innovative methods have become the standard at this school. Getting creative with professional learning will take a little time on your part, but in the end, it is worth it.

Add some personalization

There is nothing better in my opinion than putting teachers and administrators in charge of their professional learning. I see personalization as a move from “what” to “who” to emphasize a shift to ownership on the part of the educator. For example, I have been working this year with the Corinth School District in Mississippi in a job-embedded coaching role. After spending an entire day visiting classrooms and providing feedback, I then empowered the teachers and administrators to collaboratively plan out their next day with me based on agreed focus areas.

When I was the principal at New Milford High School, I created the Professional Growth Period (PGP). By giving my teachers time during the school day, I let them choose their own path and pace to work on innovative practices. Feedback on what they had accomplished was provided at each end of year conference. In the end, I gave up my time to cover duties, so my teachers could learn.

Time 

Time is critical to success, no matter what professional learning pathway is pursued. As you think about what you want to accomplish in your school, organization, or district, think carefully about how time will be provided. As you have seen above, time is a crucial element in each strategy above.

When it comes to professional learning, either advocate for what you feel you need and deserve, or work to create the types of experiences that educators will find value in.

Darling-Hammond, L., Hyler, M. E., Gardner, M., & Espinoza, D. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.

Opening Lessons With a Bang

It seems like ages ago that I was taking courses to become a teacher at East Stroudsburg University in Pennsylvania. My professors were huge proponents of the Instructional Theory into Practice (ITIP) model developed by Madeline Hunter. Thus, once I had a classroom of my own, I implemented what I was taught to create effective lessons. Virtually all of the facets of the ITIP model still have value today, although by no means do all seven steps have to be a part of every lesson. I will say though, that in addition to closure, the inclusion of an anticipatory set is of utmost importance. Below is a description of the strategy:

Anticipatory set is used to prepare students for the lesson by setting the students' minds for instruction. This is achieved by asking a question or making statements to pique interest, create mental images, review information, focus student attention, and initiate the learning process. 

The first couple minutes of every lesson is critical to its success, and a pedagogically sound anticipatory set that meets the criteria outlined in the picture above is well worth the time when it comes to planning lessons. I get the fact that some educators might question the validity of this strategy that dates back to the 1960s. It is also understandable to have concerns when considering the demands that some districts place on getting through the curriculum, so kids are ready for standardized tests.

The fact remains that anticipatory sets not only matter for the reasons already outlined above but also for the fact that inclusion in lessons is supported by research. Jennifer Gonzalez highlighted four separate pieces of research that link to achievement gains. I encourage you to read the entire post as she not only highlights research but also provides some examples and creation tips.

Creating an anticipatory set is not labor-intensive. During some recent coaching visits with the Corinth School District in Mississippi, I was able to observe two great examples. In an elementary classroom as class started the kids responded to the following prompt during an ELA block – “If you could be any animal, what would you be and why?” In a middle school classroom, a teacher used a picture prompt, which you can see below.

Anticipatory sets should not be a time sap when it comes to planning. Below are just a few quick ideas that can be implemented quickly:

• Picture prompt
• Real-world problem of the day
• Current event or personal story
• Open-ended writing prompt that sparks inquiry and creativity
• Riddle
• Short, engaging video followed by a turn and talk
• Sensory exploration 

Be sure to take advantage of the opening minutes of each class. Starting lessons off with a bang not only makes sense but will pay dividends both in and out of class.

Bringing Out the Best in Others

It’s no secret that great cultures bring out the best in people and in turn, this leads to systemwide success. Success is a fickle thing, though. There might be specific indicators that are used to quantify whether an organization is good or even great, but there is no set recipe that I know of as to how to accomplish this feat. What I do know is that it is not the result of one person or department. When change happens and leads to improved outcomes, it is the result of the collective. One person, however, can be the catalyst for this type of change through a variety of strategies that empower the masses to be more than they feel they can be. Lolly Daskal outlines eight realistic ways to bring out the best in people you either work with or serve.

1. Appraise them carefully
2. Model the way
3. Believe in their success
4. Provide feedback
5. Give them power
6. Offer public praise
7. Give autonomy
8. Lead from within

The above advice is spot on and can serve both teachers with their students and administrators with their staff. Each strategy leads into some much more significant elements of school culture. Thus, I decided to create an acronym that outlines how to bring out the best in others.

Belief
Empathy
Selflessness
Trust

Belief is a superpower, in my opinion. Empowering others to believe in something bigger than themselves leads to the embracement of new ideas and strategies. Without it, the chances of implementing and sustaining change are net to zero. Belief in our learners also goes a long way to getting them to willingly engage in more challenging thinking and application of learning.

Empathy means, quite simply, showing to others that you genuinely understand what they are going through. It is vital for us to imagine ourselves in the position of our students, staff, and community members. This gives us a better perspective on the challenges and feelings of those we are tasked to serve. Better, more informed decisions can result from “walking in the shoes” of those who will be most impacted by the choices that we make. A culture of excellence is created through relationships built on trust and sustained through empathy.

Selflessness means putting others before yourself through both talk and actions. It is about helping those around us or within our care and not looking for any type of favor to be returned or recognition. The messages sent through selfless behaviors build people up in more ways than you will ever know. By selflessly serving others, a culture of respect and admiration will be created. Even if you are in a position to hold others accountable, remember that you are just as accountable to them. Selfish behaviors, on the other hand, do everything but bring out the best in others. Nobody is willing to give themselves up or work harder for someone who is only about themselves.

Trust might be the most critical element when it comes to bringing out the best in others. In the words of Brian Racy, “The glue that holds all relationships together — including the relationship between the leader and the led — is trust, and trust is based on integrity.” Without trust, there is no relationship. If there is no relationship, no real learning or change will occur. It is critical to reflect on how we not only improve but also develop trust in and with the people with whom we work.

As you reflect on your role as either an administrator or teacher, think about how your actions bring out the best in staff and students respectively. More importantly, where is there an opportunity for growth?

10 Ways to Empower Educators

What motivates you to be your best, take risks, and seek out opportunities to improve?  I’d be willing to wager that there are an array of responses you would give to this question. As such, I am going to try to sum it all up with one word or concept, depending on how you look at the actions that create this feeling.  Empowerment is the secret sauce.  I genuinely believe that you get more out of people by building them up as opposed to knocking them down. I love the following quote from Laura Garnett:

Leadership is shifting from telling everyone what to do to empowering others to come up with the best and brightest ideas that have either never been thought of before or implemented and acted upon in a respective environment. It’s about caring for and instilling a sense of belief in others that leads to greater confidence in one’s abilities as well as the place where he/she works or learns. This is how you empower people to be their best.

Empowerment isn’t just about making people feel good but more importantly valued.  It’s in this state where a vision, mission, and goals can actually become a reality as there is a unified desire to succeed.  Consider this from Brian Tracy:

Once you empower people by learning how to motivate and inspire them, they will want to work with you to help you achieve your goals in everything you do. Your ability to enlist the knowledge, energy, and resources of others enables you to become a multiplication sign, to leverage yourself so that you accomplish far more than the average person and in a considerably shorter period of time. 

So how can you empower others? It’s not as hard as you think. Below are some simple ways to create a culture of empowerment:

• Be present during conversations (eye contact, body language, devices away)
• Provide timely, meaningful, and specific feedback
• Say thank you when the opportunity arises
• Distribute praise equitably and away from yourself
• Model what you expect
• Speak less and listen more
• Provide the autonomy to take risks
• When making decisions utilize consensus as much as possible
• Exhibit sincerity when complimenting others
• Co-develop professional learning opportunities that best meet the needs of all

Never underestimate the impact that the above strategies can have.  Consider this thought from Archie Snowden:

To empower someone is to give them the means to achieve something.” It makes them stronger and more confident, ready to take control of their life and to also be an advocate for themselves. 

In the end, it is all about giving the people you work with (educators) or for (learners) a greater sense of purpose in what they do.

It Won't Work...Or Will It?

When we look at various aspects of society, there is always an innate desire to improve through innovation. However, there seems always to be impediments to this process. Perhaps it is the little voice in your head that says any new idea or strategy is a waste of time, as it has no chance to succeed. Maybe it is the collective voices of colleagues pushing you to abide by the status quo and not rock the boat. Throw in fear, complacency, or a myriad of other excuses and the pursuit of innovative practices either wane or never transpires. You will never know what could have been if you don’t take the chance to try something new. Don’t just take my word for it. Check out all of the innovations that people thought wouldn’t work below.

Pretty interesting right? At one point, all of the ideas above were deemed crazy or doomed to fail. Each has been a disruptive force that has changed how people watch movies, book hotels, listen to music, access information, get assistance, store files, or get from one place to another. Many lessons can be learned from past innovations that have reshaped culture and society. For starters, you need to believe in an idea or strategy that might be obscure or shunned upon now. Sure, it might not work, but history has taught us that some of the greatest successes of all time resulted from failure. Always base any decision to try something new on the premise that is it better for your learners and will ultimately improve professional practice.

Another element to consider is moving beyond the misconception that innovation in education has to do with technology. I often look at two ideas that were implemented during my time as a principal that had very little to do with tools or gadgets and everything about improving either school culture or the learning experience for our kids. From a cultural end, we developed learning academies, a school within a school model, to move away from an environment where we continued to do what we had always done. The result was three distinct academies, open to all learners regardless of GPA or label, where they not only pursued a distinct area of study of interest to them but also ultimately graduated with ten to fifteen more credits than the state of New Jersey required.

Grading is another entity that is ingrained in many schools and districts. Some have gone so far as to get rid of grades, which in my opinion, is both innovative and disruptive. Sometimes learning is devalued by a number or letter. We tackled the grading culture when it became apparent that we were failing too many kids. After looking at the research and forming a committee, a new policy was put in place. The result was a 75% decrease in failures over three years, increased achievement gains, and a graduation rate that was one of the tops in the state. Both the academies and grading example are not to say that technology doesn’t play a role. The true innovative nature of tech isn’t to tool or program, but instead how the teacher uses it in a way to improve learning outcomes for all kids.

As I have written in the past, innovation is more than an idea that purports to be new or better. The differentiator is that there is an actual result to substantiate a claim. When looking at the examples in the image, or the ones I provided, there is clear evidence that an idea morphed into something that led to improved results or even a new status quo. There should always be a willingness to innovate that is substantiated with significant changes to learning.