The Professional Development Paradox: Why Good Intentions Go Astray in Schools

Who doesn't look forward to PD days? While some educators do, I have the feeling that many of you cringe at the thought.  Recently, on my podcast Unpacking the Backpack, I discussed the pitfalls of professional development (PD) after revisiting a blog post I wrote in 2021. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic.  

PD is the cornerstone of district and school culture. The idea is sound: equip educators with new skills, knowledge, and strategies to better serve their students. Yet, for many teachers and administrators, the mention of PD evokes a sigh rather than excitement. Why does this crucial investment so often fall short of its potential? The answer lies in several common pitfalls that plague PD initiatives in schools.

One significant issue is the lack of relevance and personalization. Too often, PD is a one-size-fits-all affair, delivered en masse regardless of individual needs or subject-specific challenges. A high school science teacher might find little value in a workshop focused on early literacy strategies, just as a veteran educator might feel patronized by introductory sessions on classroom management. This disconnect leads to disengagement and a feeling that time is being wasted (Darling-Hammond et al., 2017). This is compounded even more when it comes to administrators, as they rarely receive any meaningful PD on scheduled days, let alone throughout the school year. 

Another major hurdle is the "drive-by" nature of many PD sessions. A single keynote, breakout, workshop, or a short series of presentations rarely translates into lasting change in practice. Teachers, in particular, are bombarded with information but lack the time, support, and ongoing coaching needed to effectively implement new ideas in their classrooms. The knowledge gained often fades quickly without opportunities for reflection, collaboration, and practical application (Joyce & Showers, 2002). Again, as it relates to administrators, they are often forgotten and deserve quality PD.

If the above pitfalls aren’t worrisome, they are more. Insufficient follow-through and accountability can undermine even well-intentioned PD. If there's no mechanism to observe, discuss, reflect upon, and refine the implementation of learned strategies, the impact remains minimal. Teachers may feel they've ticked a box by attending, but the true measure of PD – improved student outcomes – is rarely tracked or analyzed effectively (Guskey, 2000). The same holds true for administrators at all positions.  This is where ongoing and job-embedded coaching become the optimal professional learning pathway for leaders.  

The lack of voice and ownership in the selection and design of PD is another critical flaw. When teachers feel like PD is something imposed upon them rather than something they actively participate in shaping, their embracement diminishes. Including educators in the needs assessment and planning stages can ensure that PD addresses real challenges and fosters a sense of shared responsibility for professional growth (Villegas-Reimers, 2003).

Finally, the time commitment and logistical challenges associated with PD can create significant barriers. Pulling educators away from valuable classroom time can disrupt student learning and add to already heavy workloads. Finding suitable substitutes, covering administrative duties, and scheduling sessions that accommodate everyone's needs can be a logistical nightmare, sometimes leading to rushed or poorly executed PD. Again, this is where coaching cycles provide immense value. 

While the intent behind professional development is undoubtedly positive, its effectiveness is often hampered by a lack of relevance, insufficient follow-through, limited teacher input, and logistical hurdles. To truly unlock the potential of professional learning, schools need to shift towards more personalized, ongoing, and collaborative models that empower teachers and leaders while directly addressing students' needs. Only then can we move beyond the professional development paradox and create a culture of continuous growth that benefits everyone in the educational community.

Reach out to learn about the diverse professional learning options from Aspire Change EDU. 

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.   

Guskey, T. R. (2000). Evaluating professional development. Corwin Press.

Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Association for Supervision and Curriculum Development.   

Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. UNESCO International Institute for Educational Planning.

Cultivating Lifelong Learners: How to Support Personalized Teacher Growth

Imagine a classroom buzzing with engaged students, actively constructing knowledge and diving deep into topics that spark their curiosity. This vibrant learning environment does not just happen by chance. It thrives under the guidance of a passionate, skilled educator who is constantly evolving alongside their students. However, like their students, teachers need personalized growth opportunities to stay engaged, motivated, and effective.

Teachers are the backbone of any thriving learning environment. Nevertheless, just like their students, educators thrive in personalized learning experiences. In a world of standardized tests and rigid curricula, fostering a culture of continuous, personalized growth for teachers allows them to stay abreast of current trends and effective strategies, maximize time, and become the best iteration of themselves for the learners they serve. 

Here is how educational leaders can champion personalized professional learning  for their teachers:

Needs Assessment: Start with the Individual

One-size-fits-all professional development (PD) is a recipe for disengagement. PD is typically done to teachers something other than what they actively want to be a part of or crave. A shift to personalized professional learning can change this dynamic. Effective leaders begin by understanding each teacher's unique needs and aspirations. Conduct individual needs assessments through surveys, goal-setting conversations, or classroom observations. This allows you to tailor professional learning opportunities that address specific skill gaps, teaching styles, and career goals (Guskey, 2000).

Embrace Choice and Variety

Move away from the traditional "sit-and-get" PD model. Offer teachers a diverse menu of learning opportunities. This could include workshops on specific instructional strategies, online courses on emerging educational technologies, or peer coaching programs that foster collaboration. Allow teachers to choose formats and topics that resonate with their individual learning preferences and goals (Desimone, 2009).

Leverage Technology for Flexibility

Technology can be a powerful tool for personalized learning. Online courses and learning modules allow educators to access content at their own pace and on their own schedules. Additionally, micro-learning opportunities through bite-sized videos, podcasts, or webinars that cater to busy schedules and allow for focused learning on specific topics should be considered (Moeller & Allen, 2017).

Empower Teacher Leadership

Teachers are a wealth of knowledge and experience. Empower them by creating opportunities for leadership within the professional development framework. Encourage them to lead workshops, share best practices with colleagues, or mentor other teachers in specific areas of expertise. This fosters a culture of collaboration, validates teachers' expertise, and fuels their intrinsic motivation to learn and grow.

Celebrate Growth and Achievement

Recognition is a powerful motivator. Regularly acknowledge and celebrate teachers' professional growth milestones. Highlight innovative practices implemented in the classroom or successful application of newly acquired skills. This public recognition reinforces the importance of continuous learning and inspires others to embark on their own personalized growth journeys.

Prioritize Reflection and Feedback

Growth does not happen in a vacuum. Create a safe space for teachers to reflect on their learning experiences. Host post-workshop discussions, provide feedback mechanisms, or encourage using professional learning communities (PLCs) where teachers can share successes, challenges, and best practices.

Invest in Teacher Wellbeing

Teacher stress and burnout are real challenges. Supporting personalized growth extends beyond professional development. Promote a healthy work-life balance by offering flexible schedules, stress management workshops, or on-site wellness programs. A well-rested and supported teacher is more receptive to learning and innovation.

By embracing these strategies, educational leaders can move away from a one-size-fits-all approach and create a continuous, personalized growth culture for their teachers. This fosters a more engaged, motivated, and ultimately, more effective teaching staff – a win-win for educators, students, and the entire learning community. Always keep in mind that the key to success with any form of professional learning is that it is part of a job-embedded and ongoing model.

Efficacy should be the goal of all professional learning. Learn more about how Aspire Change EDU helps districts, schools, and organizations personalize professional learning HERE.

Desimone, L. C. (2009). Improving teacher quality in an era of educational reform. Educational Researcher, 38(8), 649-664.

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

Moeller, S. C., & Allen, J. (2017). Microlearning for professional development: A systematic review. TechTrends, 61(3), 286-293.

#EDvice: Moving from PD to Professional Learning

When it comes to education training, the main pathway to improvement is through professional development. Depending on where you reside or your school system, this typically consists of a few days to begin the new academic year and a few random days going forward that are often associated with student holidays. While the premise is positive, the result doesn’t always lead to sustainable change. I have a theory as to why this is sometimes the case.  

Professional development (PD) is something that is typically "done" to educators. On the other hand, professional learning is something they actively WANT to engage in to grow. The latter involves choice, context, and practicality driven by an intrinsic desire to grow.

Think about this for a second. Most “PD” days are often scripted and, in some cases, dictated” based on mandates from various levels. What often results is little personal connection to the concepts or a feeling that there is no alignment with one’s specific role. When this happens, many people are naturally disinterested from the start. That’s not a good thing. Another glaring issue is that “PD” days often consist of one-and-done or drive-by sessions that offer little in terms of reflection, diverse perspectives, time to apply, and needed feedback afterward to see progress in the implementation of strategies covered. In this piece of #EDvice below, I dive into a mindset shift from professional development to professional learning.

Now I am not saying that PD doesn’t have value. My point is to reflect to determine if the resources and time allocated lead to evidence that educator practice is improving. It is essential to view adults just like learners in our classrooms. Thus, any professional learning should be personalized, interest-based, and aligned with a sound body of research. Below are three pathways to consider that meet these criteria:

• Create or advocate for job-embedded coaching to complement any workshops of stand-alone days.
• Develop a Personal Learning Network (PLN)
• Attend events such as the Model Schools Conference, where the program focuses on educators and schools who are doing the work and have results to illustrate efficacy.
• Move to well-structured Professional Learning Communities (PLCs) where data, research, and effective strategies are the focus. 

Learning is a process, not an event or day. Keep that in mind when developing, implementing, or participating in any growth opportunity. 

5 Keys for Successful Remote Learning

There is a lot to consider as schools either begin the school year or reassess where they currently are based upon the current COVID19 situation. Here in the United States, many school districts are adopting a hybrid model when they open in the fall, while others have made the decision to start remotely.  With the latter, it is imperative that any challenges and mishaps from the spring are addressed now to ensure better implementation at scale. The fact of the matter is that there were too many examples of how it didn’t work across the country.  Time is of the essence to get it right so that all kids can benefit from a quality learning experience that pushes them to think while limiting learning loss and achievement gaps.

Balance

Remote learning does not mean piling on excessive amounts of work on our learners. It also should not require them to be on a device for all of their learning activities. Non-digital assignments have just as much value and can give kids a much-needed break from screens.  When technology is used, sound planning ensures there is a balance between synchronous and asynchronous learning while building in breaks for movement, mindfulness, and other essential brain breaks.

Equity

There have always been issues with equity when it comes to education. However, the current pandemic and social justice movements across the globe have brought a more unified focus on the work that needs to be done.  In a previous post, I shared these thoughts:

COVID19 has unveiled the harsh reality of the inequities that plague learners in virtually every country. Where you live, in particular, has had a direct correlation to whether or not remote learning has been successful in many schools. The “haves” have tended to prosper while the “have nots” have suffered. We can ill-afford not to address this fact. Additionally, the digital divide is wider than many perceived. Access to devices and reliable WIFI needs to be emphasized.

Kids also need access to equitable resources and learning experiences. 

Pedagogy 

Let’s begin with engagement. If students are not engaged, then they most likely are not learning.  Herein lies why it is crucial to make sure that passive consumption of content and low-level activities are followed with more opportunities for active learning.  Successful remote learning is dependent on the consistent utilization of effective teaching strategies and pedagogy that empowers all kids to think and apply their thinking in relevant ways. The Rigor Relevance Framework is a fantastic tool for teachers to develop pedagogically sound tasks, both with and without technology. It also provides school leaders with a lens to provide valuable feedback to teachers when it comes to addressing priority standards, implementing scaffolding techniques, creating performance tasks, and developing quality assessments. 

From here, schools can begin to focus on a remote blended learning model that can serve as a foundation for all K-12 classrooms to create a more personalized experience.  

Professional Learning

Many schools were not prepared when the pandemic hit. Going forward, this excuse cannot and should not be used.  Over the summer, there has been ample time to support both teachers and administrators to plan and implement remote learning successfully. However, this has also been a time of considerable fluctuation and flip-flopping on opening plans in relation to COVID19 infection rates. If professional learning was not emphasized, it’s definitely not too late.  Think about experiences that reflect the conditions where your students will be expected to learn remotely. Foundations workshops and deep dives that address the areas noted in the pedagogy section above represent a solid start. For success, though, a commitment to job-embedded and on-going support in the form of coaching, mentoring, advising, and consistent evaluation of the remote learning plan is needed, with refinement and improvement being the main goals.

Family Engagement

It goes without saying that parents and guardians have many questions and concerns regarding how schools will effectively implement remote learning in the near term. Begin with meticulous planning using the information provided in the key focus areas previously covered above. Then think about strategies to inform and educate families as to what their kids can expect. Digital leadership compels us to meet them where they are and engage in two-way communications using a hybrid approach. Also, consider providing opportunities for them to experience remote learning actively. I have worked with many schools and districts, facilitating webinars for parents on the topic since the pandemic hit to ease concerns and illustrate validity in the approaches being embraced.

To dive deeper into various remote learning elements, please visit this comprehensive Pinterest board that covers teaching, edtech, and SPED strategies as well as abiding by privacy laws.  It is essential to understand that there is no one-size-fits-all approach to remote learning. Each district is unique in terms of resources and demographics.  Success hinges upon taking and applying the key focus areas listed above and aligning them with your respective classroom, school, or district culture. 

Be sure to check out my entire #remotelearning series. 

 

Purchasing Devices Does Not Equate to Learning

The COVID19 pandemic unearthed many harsh realities for education across the globe. One of the more glaring issues was the vast digital divide that still exists in many places, especially the United States.  Inadequate WIFI and the availability of computers at home for kids to use for learning caught many educators off guard. Remote learning was a monumental challenge for districts and schools that already had made large-scale investments in devices, but it was even more so where inequity was prevalent.  Many kids were automatically at a severe disadvantage as a result, which will most likely result in extreme learning loss and ever-widening achievement gaps.

It is okay to admit that we were ill-prepared before and during the pandemic.  Now is the time to seize on lessons learned as schools prepare to move into uncharted territory whether the COVID19 rages on or begins to subside. Teaching will and must be different. Leadership must and will be different. Most of all, the learning culture will most certainly be different, and it will be a travesty if it is not. We have begun to see some change as more and more school districts are purchasing devices for all of their students.  Every day I see new articles highlighting the millions of dollars; in some cases, spent to either begin to close or eradicate the digital divide. There are also forward-thinking districts who either purchase WIFI hotspots for kids or park WIFI-enabled busses around the community for family access.  All of these efforts are to be commended.

Here is the rub in all of this. Time and time again, even well before the pandemic hit, schools had a thirst for ensuring that there was a device in the hands of every student. William Horton says it best, "Unless you get instructional design right, technology can only increase the speed and certainty of failure." 

Below are some lessons we learned after hitting the reset button on our Bring Your Own Device (BYOD) initiative in order to get it right that I captured in a 2015 post.

We found great success at my school during our digital transformation by focusing on pedagogy first, technology second if appropriate mindset. Not only was there a focus on solid instruction, but we also provided numerous supports for our teachers in the form of ongoing and job-embedded professional learning opportunities. If the expectation was to integrate technology with purpose to support or enhance learning, we made sure everyone was prepared to do just that. 

For technology to live up to the hype, pedagogy must change, whether learning is face-to-face, remote, or based on a hybrid model to ensure student and staff safety. Drive-by professional development did not work in the past. What has and will continue to make a difference are supports that incorporate the following:

• Ongoing
• Job-embedded
• Supported with coaching (face-to-face or virtual)
• Personalized and differentiated
• Facilitated by people who have done the work and implemented successful change that resulted in improved student learning outcomes and achievement
• Directly correlated to professional practice
• Aligned with research and case studies
• Addresses real challenges educators face
• Sustainable over time

Before COVID19, I always cautioned districts and schools to be wary of putting the cart before the horse. I am not sure that I would offer the same advice as we now know there is a great deal of work to be done to ensure digital equity for all kids. However, I am still steadfast in my opinion that just purchasing devices does not equate to learning, nor will it in the future if proper supports are not in place. Teachers need training and job-embedded coaching. Principals need support so that they know what to look for and can give their staff actionable feedback. Superintendents and central office administrators need to be able to determine the efficacy of the investment.  

Just putting a device in kids' hands and expecting learning miracles to materialize is wishful thinking at best. Ongoing support is needed to usher in pedagogical change while building capacity. Teachers and administrators deserve this investment if large sums of money are being spent on devices.  Without this support, the overall goal of the purchase might never be realized.

Work Smarter, Not Harder

I have a secret to share. In my humble opinion, I am not very smart.  While others might disagree, such as my mom, I pride myself on being extremely resourceful. However, this was not always my strength.  During my years as a teacher and principal, I would spend countless hours planning, researching, and attending professional learning events to hone my craft in order to become a better educator.  In all honesty, though, I was just doing what I was taught, and thought were the best ways to grow. The amount of effort put forth resulted in me working much harder than I should have been.

Over the years, I began to delegate more and build capacity in others.  I established hiring practices that resulted in the hiring of a lot of smart educators. By investing in, and trusting the people around me, more time was freed up to focus on innovation and large-scale change initiatives to improve school culture. Now, this represented an excellent first step, but probably the most impactful shift to the way I not only thought but worked, came in the unsuspecting form of a little blue bird and a tool called Twitter in 2009. Here is where I finally learned the biggest secret to working smarter, not harder, through the formation of a Personal Learning Network (PLN). The image below illustrates another secret that I have to come clean about, but one that also represents the ultimate power of connected learning.

All of us are limited to the people we surround ourselves with in life.  Social media has completely disrupted that and, in the process, removed barriers such as time, geography, and money.  As I have mentioned for years, the true power of a PLN is not how many people follow you, but the quality and expertise of those with whom you choose to connect and engage with online. No matter the tools used, what results is anyone and everyone can take advantage of collective intelligence. Here is why this matters to everyone regardless of title, position, and power:

• Knowledge, skills, intelligence, and resources are an increasingly valuable currency in the digital world. Why would you not want access to all of these when they are readily available?
• We can now teach each other and learn something we previously had no knowledge of through diverse expertise anywhere, anytime, and from anyone.
• Life is all about choices. So why not embrace the strengths and skills of others around us, and, as a result, create more opportunity to influence others and to disrupt current thinking? 
• Connecting with those who are doing or leading the work provides needed context and motivation to do the same.
• It’s all free with a device connected to the Internet.

Every leader, including students, teachers, administrators, community members, and parents, can benefit from a PLN. HERE you can access a quick-start guide.

Connect yourself to the smart people then help your peers, co-workers, and those you serve do the same. To be more effective, we need to realize that there is a wealth of human resources at our fingertips that can help us all do what we already do better. They can push us to take a critical lens to our work, deliver essential feedback, answer questions, and provide support when needed.  Together we are better.

Always remember that there is someone out there smarter than you. Admitting this is a sign of strength, not weakness. If you genuinely want to get better, and not work harder in the process, connect with these people using digital tools.

Model What You Preach: Pedagogy at the Heart of Professional Learning

When I began speaking ten years ago, almost all of my keynotes and presentations consisted of me just speaking at the audience. I was still a high school principal and not a trained speaker and presenter. Thus, I basically just shared what my teachers and students were doing at New Milford High School (NJ) and the evidence that showed how our implementations of innovative ideas were improving student outcomes as well as teaching, learning, and leadership practices. Basically, I felt very comfortable delivering a lecture and talking at people for up to an hour and sometimes more. I even received validation and praise, which only led to me becoming even more comfortable with both my preparation and delivery.

My style remained unchanged for a few years until I began to receive excellent feedback, some of which was critical, that pushed me to rethink how I planned and organized my presentations. Part of this shift came when I started to facilitate workshops that consisted of anywhere from a half-day to multiple days. The bottom line is that I had to go back to my teacher roots and view the adults as learners in a classroom. If the expectation is for teachers and administrators to leave a learning experience with practical, ready to use strategies, then anyone who is leading the professional learning should incorporate a mix of modeling, hands-on activities, and performance tasks (i.e., developing assessments, creating an action plan, learning how to use edtech tools, etc.) in settings that emulate a classroom or school.

Now, I still enjoy the opportunity to keynote. Over the years, I have tried really hard to combine varying emotions, and evidence-based practices all weaved into a coherent story that leaves attendees with tangible action steps. However, this type of presentation doesn’t really emulate what we want to see take place in classrooms or online spaces. Its primary purpose is to articulate why we need to either rethink our practice or embrace new ideas. So, what am I trying to get at? The “why” gets people fired up, but the “how” actually empowers educators to transform their practice. The latter is where anyone who talks the talk relishes the opportunity to walk the walk in the form facilitating professional learning that is not only reflective of what educators in the trenches face.

It all comes down to the importance and power of modeling. When you think about the most impactful presentations and workshops, what they typically have in common is a facilitator who models to a certain extent the pedagogy, instructional strategies, and conditions that a teacher or administrator will experience. I try really hard to do this. For example, in virtually every workshop on digital pedagogy, I outline the following strategies that are tried and true:

• Anticipatory set
• Do-Now
• Review of prior learning
• Checking for understanding
• Guided and independent practice
• Monitoring
• Application of learning
• Assessment
• Feedback
• Closure

With all of the above items, I either model the practice or show a specific example from one of my former teachers or one of the many classrooms I work in as a coach. In other cases, I give the participants time to discuss and then use a digital tool to respond. With longer presentations and workshops, opportunities are provided to create lessons, activities, action plans, and assessments, or learn how to use specific technology resources. Learning happens with the right combination of content, instruction, time to apply to practice what has been learned, feedback, and reflection.

Recently I was facilitating a session that was set up as a cooperative learning activity using the jigsaw method, which is described below.

The jigsaw technique is a method of organizing classroom activity that makes students dependent on each other to succeed. It breaks everyone into groups and breaks assignments into pieces that the group assembles to complete the (jigsaw) puzzle. Just as in a jigsaw puzzle, each piece — each learner’s part — is essential for the completion and full understanding of the final product.

The participants were broken up into four different groups, where each had a specific task to complete. Roles were assigned within each group, a timeframe for completion was established, and accountability structures were put in place. For the latter, I used the tool Lino where each group was assigned a different colored digital Post-It in order to report on their responses to a specific question. The combination of sound pedagogy with the purposeful use of technology replicated what the teachers and students alike could experience in the classroom. Below you can see what the participants created.

Pedagogy should be at the heart of all professional learning, in my opinion. It is hard for some people to change if they don’t experience firsthand what the change looks and feels like. It is hard to accomplish the goal of transforming practice with just a keynote or breakout session. If you lead the learning regardless of your position, take the time to model what you believe in or preach. In the end, if we can’t do this, then maybe we shouldn’t be leading the learning after all.

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.

The Ascent to Growth

I genuinely believe that most people want to get better in their professional role and they find comfort in growth. Who doesn’t want to make a difference while moving up the career ladder?  However, I say most because complacency, lack of motivation, or not being passionate about the work or the job can inhibit a drive to seek ways to improve.  Since the minority falls in this category, let’s focus on the majority.  For many of us, we are continually seeking out ways to grow and improve professional practice.  Even though the desire is there, and efforts are made, challenges arise.  These come in two primary forms: excuses and people. Let me elaborate on both.

People are our greatest asset, and when we invest in them, success likely follows.  There is no “I” in team, and to achieve goals as a system, the support of many is crucial.  Sometimes though people can play a role that works counter to what we set out to accomplish either at the individual or organizational level.  As much as they are essential in any culture, there are times when they can also impede growth. For reasons that vary, some people are not happy where they are or with the success of others.  What results are concerted efforts to undermine and derail the pursuit of improvement.  

It is essential to recognize both subtle and not so subtle behaviors exhibited by others as you strive to grow. These might be masked by platitudes that get you to rethink putting in the needed time and effort to improve your craft or to move a culture forward. Be confident in who you are and where you want to go. Don’t fall victim to the insecurities, fears, and unhappiness that other people might be grappling with as you work to get better. Even as you strive to learn and improve, a true leader also helps others do the same.  It is okay to focus on yourself when the situation calls, but in the end, helping the people we work with grow is just as important as what we do for ourselves. The process of achieving goals is much more fulfilling when it is a collaborative effort. 

In the words of Jim Rohn, “Excuses are the nails used to build a house of failure.” Now this quote might seem a bit harsh at first read, but if you view it with an open mind, you will see that it is quite accurate. In many cases, we believe we can’t accomplish a task or implement an idea because of the perception that a challenge is too difficult to overcome, or the idea might have failed in the past.  In either case, our mind starts to develop a myriad of excuses as to why something won’t or can’t work.  Common impediments include not enough time, lack of money, or too many mandates and directives. Guess what…these are never going away. Growth will never occur if the will to tackle these, and many other impediments aren’t there. If it’s important to you, then you will find a way. If not, then you will make an excuse. The key here is to focus on solutions, even in the face of some difficult challenges.  

Change is hard at both the individual and organizational level. The ascent to growth will not always be easy.  Maybe it’s not people or excuses that get in your way. Perhaps it is your own mind, which can be the fiercest adversary you face on the path to getting better. Confidence and belief are two of the most powerful forces that help to keep us focused on achieving goals.  Just remember this.  You are only limited by the barriers you develop for yourself. 

To Move Forward We Need to Let Go

“We can't be afraid of change. You may feel very secure in the pond that you are in, but if you never venture out of it, you will never know that there is such a thing as an ocean, a sea. Holding onto something that is good for you now, may be the very reason why you don't have something better.”  ― C. JoyBell C.

There is nothing easy about change.  The process is fraught with many obstacles and challenges.  Once such challenge that I have yet to write about is that for many of us it is tough to let go of certain things. Our reluctance or inability to move forward when faced with a decision to remain the course or move into uncharted territory can stop the change process dead in its tracks before it even has a chance to begin.  Typically, there are many factors in play, but three common behaviors that keep many of us stuck in our ways include fear, mental habits, and stubbornness. During different points of my professional career, I had to come to grips with each of these factors and how they were paralyzing my role in the change process.  Once I was able to overcome them the next step was helping others to do the same.

We are all afraid of something.  However, we cannot let it stop us from improving professional practice.  Fear of the unknown or failure holds us back from moving forward with change.  I love this quote from Zig Ziglar, “F-E-A-R has two meanings: 'Forget Everything and Run' or 'Face Everything and Rise.' The choice is yours.” Life is all about choices.  We can ill afford to allow fear to hold our learners and us back from what’s possible.  It is essential to understand that if we fear the risk, then we will never reap the reward that taking the risk provides.  When trying something new or different the chances are good that you will fail.  If and when you do, learn from the experience and use the power of reflection to improve practice or yourself. By letting go of some of your fear you will be surprised at what you can accomplish.

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Another issue many people face and have a difficulty overcoming is mental habits. As Jason Silva states in one of my favorite videos, “Once we create a comfort zone we rarely step outside that comfort zone.” When it comes to education, we see many practices that fall into this category, but more on these later.  The toughest adversary that many of us face rests between our shoulders in the form of our minds.  We often think we can’t do certain things or we have been lulled into a sense of complacency.  Without opening up the mind to new ideas and ways of doing things, change will never happen. Think about your mental habits that are holding you back from implementing innovative change. What do you need to let go of first to improve? How might you help your learners do the same within their context?

The last issue that plagues the change process is good old-fashioned stubbornness.  It is a trait that can destroy friendships, marriages, and professional relationships.  I don’t know if anyone knows for sure why people are stubborn, but my thinking is that both fear and mental habits play their part.  What are you holding on to that might not be in the best interests of your students or the people you work with? I believe this question can serve as a catalyst to begin the process of overcoming certain elements that negatively impact not only our practice but also the relationships we strive to create and support.  

Below is a list of five things that I believe need to be overcome if meaningful change and improvement in education is the goal. Each is influenced by fear, mental habits, and/or stubbornness in some way.

Status Quo

The status quo in schools is like a warm blanket on a frigid night – no one wants to get out from underneath it. When it has a tight grip on a school culture, any attempt at change is met with resistance or blatant inaction.  You can all but hear the whispers of this too shall pass, we’ll wait it out, they won’t hold us accountable, so I’m not changing, why risk it or everything is great because we have high test scores. Will you challenge the status quo to improve the educational experience for your learners?

Traditional Grading Practices and Homework

There is a great deal of research out there that supports changes to how educators grade and the use of homework. In light of what the research says and the negative impact on our learners, it has been difficult for educators and schools to let go of these two practices. We often assign homework and grade a certain way because that was either what was done to us as students or what we were taught to do during our teacher preparation programs. One of the most challenging initiatives I ever led as a principal was working with my staff to change how they graded. As our district took on homework. What will you do to improve these practices?

Drive-By Professional Development

In Learning Transformed Tom Murray and I highlight the research that illustrates how drive-by professional development has little, if any, impact on professional practice. The concept of development as a whole needs to change to a focus on professional learning that is research-based, job-embedded, practical and takes into account the real challenges educators face. On top of all this, follow-up and accountability are crucial if the goal is to scale the changes that are being supported by the investments in professional learning. How will you work to improve professional learning in your school or district?

Technology Avoidance or Low-Level Use

This is a two-part scenario.  On the one hand, some people loathe technology and fail to embrace how it can transform teaching, learning, and leadership. The fact is technology is here to stay.  The key is to develop ways to integrate it with purpose aligned to research-based pedagogical practices. On the other hand, some people are in love with the stuff and toys.  Technology has the potential to support and enhance learning in ways that we can never have imagined a few years ago. However, we must not fall victim to the engagement trap and use technology in ways that just support low-level learning.  How will you empower your kids to think and use technology to show that they understand while unlocking their potential?

Grudges

Has someone wronged you, rubbed you the wrong way, or just irritated you for whatever reason? Get over it!  Please take a minute to read this article by Nancy Colier on the subject. As she states, “It’s not about the person who wronged you. It’s about who you want to be.” She continues to explain that the problem with grudges is that they don’t serve the purpose that they are there to serve. “They don’t make us feel better or heal our hurt. When it is all said and done we end up as proud owners of our grudges, but still without the experience of comfort that we ultimately crave, that we have craved since the original wounding.”  What grudges are you willing to let go of to move forward for the greater common good?

Once we better understand the causes of the adversity to change we can then begin to move forward. However, to do so, we must be willing to let go of practices and behaviors that are holding us, our schools, and most importantly our learners from opportunities for growth and improvement.

To move forward, we must be willing to let go.

Waving Goodbye to Drive-By PD

There have been many knocks on professional development lately and rightfully so. More often than not, professional development is something that is done to educators as opposed to an experience that they truly value for growth.  For many, district professional development is a one-size-fits-all isolated event with no follow-up or support.  If impact, changes to practice, and sustainability are the ultimate goals then efforts must be made to better support teachers and administrators. It’s time to move past the practice of “drive-by” PD that has very little, if any, impact on professional practice. 

Image credit: https://www.slideshare.net/tlt191/district-professional-development-october-17-updated-1014

Let’s first tackle the stigma that comes with professional development. Learning is the ultimate goal for our students, not development. As such, districts need to invest in professional learning opportunities that will result in fundamental changes to teaching, learning, and leadership.  

Learning Forward describes what effective professional development looks like:

“Effective professional development enables educators to develop the knowledge and skills they need to address students’ learning challenges. To be effective, professional development requires thoughtful planning followed by careful implementation with feedback to ensure it responds to educators’ learning needs. Educators who participate in professional development then must put their new knowledge and skills to work. Professional development is not effective unless it causes teachers to improve their instruction or causes administrators to become better school leaders.”

Professional learning definitely matters and effective planning and implementation is key.  A research review by the Wallace Foundation found that effective districts invest in the learning not only of students, but also of teachers, principals, district staff, superintendents and school board members. A motivational keynote that provides practical, proven strategies for improvement is a good start to set the table, but what happens after this is what really matters. In order to ensure a wise investment of time and resources that will result in sustainable changes, it is important that professional learning be:

• On-going
• Job-embedded
• Supported with coaching (face-to-face or virtual)
• Personalized and differentiated (i.e. micro-credentials)
• Facilitated by people who have done the work and implemented successful change that resulted in improved student learning outcomes and achievement
• Directly correlated to professional practice
• Aligned to research and cases studies
• Addresses real challenges educators face
• Sustainable over time

So what does this actually look like? Our work at Aspire Change EDU focuses on these elements above for many years.  This is something I take great pride in. Since creating the consultancy, I have integrated these principles, and my team and I have helped districts and schools embrace meaningful change leading to transformation.  

Change takes time. Districts and schools need to consider this when investing in and implementing professional learning if the goal is meaningful change to improve student learning and professional practice. This cannot be accomplished with drive-by PD. 

A Model to Solve a Few Professional Learning Challenges | #digilead

This past April, I was fortunate enough to have been asked to speak at the Moanalua High School Professional Development Conference in Honolulu, HI.  It was an incredible opportunity to get back to Hawaii for a professional event as opposed to a vacation.  This was the fourteenth time the school had put on the event and it was awesome to see and meet so many passionate educators on a Saturday. Besides the great learning and connecting that took place that day, the number of educators who traveled to the event from the neighboring islands impressed me. Many of these dedicated educators flew in early in the morning and flew back later that evening, while others stayed overnight in local hotels.  Talk about making a commitment to grow and get better!

As impressed as I was about seeing educators travel from neighboring islands to take part in and present at the event, I could not help but feel a bit sad.  My sadness arose from the fact that these educators had to make an additional financial and time commitment to travel to this conference in Honolulu.  This is when it struck me how difficult and challenging it is for educators from Hawaii to not only attend events on Oahu, where they are mostly held, but also on the mainland of the United States.  When you look at major conferences such as ASCD, ISTE, NASSP, AASA, and NAESP, to name a few, are always held on the mainland.  

The cost of travel and the time difference prohibit the majority of educators from HI from participating in and taking advantage of, these events, as well as countless others.  This is not fair, to say the least. As much as Personal Learning Networks (PLN’s), as well as other blended and virtual options, have begun to compensate for the challenges that isolated and rural areas of the world face, many educators appreciate and still find great value in face-to-face learning experiences.

As I reflected upon this professional learning conundrum that Hawaiian educators, as well as those in rural and isolated parts across the globe face, I came up with a possible solution.  In my new role with the International Center for Leadership in Education (ICLE) I saw an opportunity to address the main challenges of time, distance, and money that face educators. I floated the idea to some HI educators about bringing a two-day Digital Leadership & Learning Academy to some of the islands. After overwhelmingly positive feedback, I pitched the idea to ICLE and immediately got the green light to begin planning these events.  

I am proud to say that our first academies will be held this fall on the islands of Oahu, Maui, and the Big Island.  The hashtag we will be using is #leaderedHI. Registration is open for any and all educators from Hawaii or even beyond to attend these events. For more information and to register click HERE. You can view the agenda there as well as the learning outcomes for the two-day events, which are also listed below:

• A vision to create a culture focused on rigor, relevance, and relationships that is enhanced by technology
• Practical support for using digital technology to engage stakeholders, improve communications, and enhance public relations
• Innovative approaches to creating learning environments for today’s connected students
• Concrete strategies to drive meaningful school change in the digital age
• Professional learning and action plan that will empower faculty
• Ways to create structures and supports for engaging learning spaces that reflect the real-world environment students will experience

It is our hope that these hands-on, interactive events will provide a powerful learning experience for a fraction of what it would cost to attend events in larger mainland cities. Attendees will not have to front any money for travel and lodging as each event will be commuter friendly. In the future, we see this as a solution not just for the Hawaiian Islands, but other isolated and rural areas across the United States and the world. If your school or organization is interested in hosting a Digital Leadership and Learning Academy, let me know.

Digital Learning Prospers With the Right Culture

As of late, I have been doing a great deal of work with schools and districts on how to effectively implement digital learning across the curriculum. When it comes to technology in general, the overall goal is to support learning, not drive instruction. Where digital learning initiatives miss the point is a focus on how technology actually accomplishes this.  Schools invest billions of dollars to purchase technology with no real thought as to how it is actually impacting learning.  When I routinely ask school leaders how they determine or measure the impact of their technology on student learning, I get blank stares or open declarations that they have no idea. This is a problem. 

The right culture focuses on technology as a tool to enhance learning in a variety of ways.  When technology is integrated with purpose, students can create artifacts to demonstrate conceptual mastery, apply an array of acquired skills, illustrate the construction of new knowledge, and be empowered to take ownership of their learning.  It can also increase relevance and make the curriculum more contextual.  This is just a sample of how digital learning can complement the work that is already taking place in schools while allowing students to clearly see the value in their learning.   As with any holistic initiative, the key is sustainability and a resulting change that sees all aspects of digital learning become an embedded component of school culture.  Without the right culture in place for digital learning to be embraced and thrive, there will only be isolated pockets of excellence.  

The following are some suggestions on how to ensure digital learning initiatives in your district or school don’t fall flat:

• Build a shared vision – This important aspect is notably absent in many digital learning initiatives.  Efforts must be made to developing a shared vision with a variety of stakeholder input, including students.  This is vital if the goal is sustained, cross-curricular application on a routine basis.  The vision should be established in a way that clearly articulates how technology will be used to support/enhance student learning.
• Develop a strategic plan backed by action – Begin to form a plan for digital learning using some essential questions that add perspective for the change: Why is this change needed? How will it be implemented? What resources are needed? How will we monitor progress and evaluate it on a consistent basis? What other challenges have to be overcome? By focusing on these questions and others that you develop, a concrete plan for action can be created.
• Access matters – During the planning process, it is imperative that there is a critical analysis of existing infrastructure.  There is nothing more frustrating to teachers and students when an activity incorporating technology fails because of poor WiFi connectivity.  In addition to WiFi, it is important to ensure there are enough devices and associated software if the goal is integration across the curriculum.  To increase access give some thought to a Bring Your Own Device (BYOD) initiative if there is not enough funding to go 1:1.  An audit of available resources during the planning process would be a wise idea.
• Ensure ongoing professional development – I cannot overstate the importance of this suggestion enough.  Teachers need training on how to develop pedagogically sound lessons and quality assessments aligned to higher standards.  They also need to be exposed to a variety of tools and ways that they can be seamlessly integrated to support specified learning outcomes. School leaders need professional learning opportunities that assist them to effectively observe and evaluate digital learning in classrooms.   Professional development should be ongoing and embedded throughout the school year.
• Monitor with intent – The vision and planning process provides the focus, but consistent monitoring helps to ensure sustainable change leading to transformation.  School leaders need to consistently monitor and provide feedback on digital learning activities through observations, evaluations, walkthroughs, and collecting artifacts.  
• Provide support – Throughout the initial implementation stages, and well after the initiative gains steam, ongoing support needs to be provided. Support comes in many ways such as empowering teachers to be innovative through autonomy, giving up control, being flexible, and encouraging risk-taking. Budget allocations will also have to be made each year to not only sustain current digital learning initiatives but to also move forward. 
• Model the way – To put it simply, don’t expect others to do what you will not. Attempt to model at a basic level the expectations that you have when it comes to digital learning. Don’t be afraid to roll up your sleeves and work alongside your colleagues. 
• Honor student voice and choice – Digital learning initiatives are all about creating schools that work for students.  When developing lessons allow students to decide which digital tools they want to use to show you what they have learned.  The key is being able to assess learning, not knowing how to use thousands of tools.  Put students in the driver’s seat when it comes to allowing them to determine the right tool for the right task.  Also, encourage them to consistently provide input to improve digital learning initiatives.

The whole premise of digital learning is to increase relevance, add context, acquire then apply essential skills, construct new knowledge, and enhance critical literacies. Regardless of what standards you are accountable for digital learning can be integrated seamlessly to foster deeper learning. Education today should not prepare students for a world that no longer exists.  It is time to not just prepare students for college and careers, but also life in an ever-increasing digital world.