The transformation of PD was this week's blog topic by Jennifer Gonzalez. PD used to be a "sit and learn" experience with a "one size fits all model." This week, Jennifer shares that she has recently learned that many schools are taking on "alternative models for professional learning." The models that Jennifer mentioned showed how schools are beginning to personalize learning for teachers, just as they do for students.
The 9 models follow below:
1) Unconferences: This is a professional development where the educators attending are the presenters. Districts or schools usually pick a day and place and then use a Google Doc to split the day up among educators willing to present topics in areas they are strong in. JCPS does Ed Camp using this format.
2) Intentional PLC's: Intentional PLC's are when teachers choose the content based on a mutual agreement or area of growth. This gives teachers a choice in what they grow in or work with.
3) Choice Boards: Similar to using choice boards in the classroom, this type of professional development gives teachers a board of choices to choose from that they must complete within a certain period of time. This allows teachers to choose PD based on their needs or wants for their classroom teaching.
4) Personal Action Plans: This type of PD allows teachers to choose learning goals for themselves, along with how they plan to reach these goals. Some schools did this through hosting Genius Hour for teachers instead of students. Genius Hour for teachers allowed time for teachers to utilize technology resources to research areas of their interest specific to their Personal Action Plan.
5) Voluntary Piloting: Voluntary Piloting allows teachers to volunteer to pilot a new strategy or approach, before the entire school takes on something new.
6) Peer Observation: This allows teachers to learn how to improve their classroom by simply watching their peers. This is often completed by choosing to observe a colleague that is strong in an area that you are trying to grow in.
7) Microcredentials: This method involves technology as teachers choose specific paths to follow online, which have been created by administration or districts, that contribute to their professional learning. This allows teachers to master specific topics as they complete pathways in their virtual learning.
8) Blended Learning: This method also involves online learning as teachers complete required modules online and then submit evidence to administration that they have completed the learning.
9) Lab Classrooms: Lab classrooms allow a teacher to model a specific approach to teaching with students, while other teachers observe. The observing teachers then confer with the host teacher or a coach after observing.
This week's blog post had a lot of information to share regarding professional development for teachers. Personally, I have participated in unconferences, intentional PLC's, and peer observations. The other options appear beneficial in meeting the needs of all teachers' professional growth, while also incorporating technology into professional development. Has anyone heard of or participated in any of these alternative types of professional development?
The 9 models follow below:
1) Unconferences: This is a professional development where the educators attending are the presenters. Districts or schools usually pick a day and place and then use a Google Doc to split the day up among educators willing to present topics in areas they are strong in. JCPS does Ed Camp using this format.
2) Intentional PLC's: Intentional PLC's are when teachers choose the content based on a mutual agreement or area of growth. This gives teachers a choice in what they grow in or work with.
3) Choice Boards: Similar to using choice boards in the classroom, this type of professional development gives teachers a board of choices to choose from that they must complete within a certain period of time. This allows teachers to choose PD based on their needs or wants for their classroom teaching.
4) Personal Action Plans: This type of PD allows teachers to choose learning goals for themselves, along with how they plan to reach these goals. Some schools did this through hosting Genius Hour for teachers instead of students. Genius Hour for teachers allowed time for teachers to utilize technology resources to research areas of their interest specific to their Personal Action Plan.
5) Voluntary Piloting: Voluntary Piloting allows teachers to volunteer to pilot a new strategy or approach, before the entire school takes on something new.
6) Peer Observation: This allows teachers to learn how to improve their classroom by simply watching their peers. This is often completed by choosing to observe a colleague that is strong in an area that you are trying to grow in.
7) Microcredentials: This method involves technology as teachers choose specific paths to follow online, which have been created by administration or districts, that contribute to their professional learning. This allows teachers to master specific topics as they complete pathways in their virtual learning.
8) Blended Learning: This method also involves online learning as teachers complete required modules online and then submit evidence to administration that they have completed the learning.
9) Lab Classrooms: Lab classrooms allow a teacher to model a specific approach to teaching with students, while other teachers observe. The observing teachers then confer with the host teacher or a coach after observing.
This week's blog post had a lot of information to share regarding professional development for teachers. Personally, I have participated in unconferences, intentional PLC's, and peer observations. The other options appear beneficial in meeting the needs of all teachers' professional growth, while also incorporating technology into professional development. Has anyone heard of or participated in any of these alternative types of professional development?
Hello, Danielle!
ReplyDeleteI really like this post - I'm glad you shared it. We have 120 faculty at my school, and 16 English teachers, and we have not long help professional development as a cultural necessity. Many of the teachers are great with students and great with instruction, but have an insular and guarded sense of their work.
As the department chair, I find so many cool ideas and possibilities, but really struggle to package and deliver them in ways that all my colleagues can get motivated about. This collection of techniques sounds rich. I especially like the idea of choice boards and intentional PLC's - I'm going to look into setting that up for our April department meeting.
Thanks, and have a great week!