connecting ideas
Implementing and constructing an alternative to traditional professional learning programs has given me a fresh perspective on teacher development. We need to start a new conversation about the objectives of good teaching and how to achieve them. Currently, the process of teacher development needs to be simplified and remembered. In this presentation, you will learn how we can develop an effective professional learning program for our teachers. The program will be designed to be practically adjusted to the reality of their classrooms, providing them with support, guidance, and specific content. By implementing such a program, we can significantly improve the quality of our students' education. Learn more about creating a new professional learning program in detail
The five principles of effective PL
Cultivating critical thinking skills is paramount, yet research has indicated that traditional classroom approaches may need some refining. Professional development initiatives must prioritize these methodologies to foster critical thinking and effective problem-solving. Unfortunately, many of these programs fall short of enhancing educators' teaching approaches or learners' academic achievements. Consequently, we must redirect our focus and integrate these principles into our professional development agendas.
It is crucial to comprehend the underlying reasons and methodologies behind the modification in this PL. This understanding can shed light on the potential outcomes of the change and provide meaningful insights for the audience. Therefore, examining the factors that led to the shift and the tactics employed is advisable. Doing so can give one a comprehensive understanding of the change and its implications. Upon examining a teacher's content, it is best to understand and mediate the principles that manifest. Moreover, discipline-specific concepts are more valuable than general principles. According to Gulamhussein (2013, p.17), Start a new conversation.
1. Duration: Our goal is to implement a minimum of 50 hours to dedicate training, practice, planning, and monitoring before and during the school year.
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2. Support: The support of the Instructional Trainer is required before, during, and after, that is, delivery of resources, clarification of doubts, and supervision of implementation.
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3. Engagement: Giving teachers different resources tailored to their teaching skills fostered the teacher's dynamics, curiosity, and passion to seek new and better teaching strategies.
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4. Modeling: Once the time of the PL duration is established, the teacher will be exposed to several hours of modeling by the instructional coach and School District trainers.
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5. Specific Content: It is necessary to divide the main content of the training into the disciplines of each teacher adjusted to their teaching level, providing specific training previously verified in the classrooms with the students.
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Our goal is to set high expectations for this professional learning opportunity and to inspire our audience to embrace a new approach to teaching teachers. To achieve this, we have created a CALL TO ACTION that showcases our innovative teaching methods and highlights the benefits of participating in this program. By emphasizing the value of this experience, we hope to generate excitement and encourage more educators to join us in this journey of growth and development.
Encouraging collaboration and promoting self-directed learning and leadership through modeling is important.
We need to identify those who will foster collaboration to transition towards a digital ecosystem. Once on board, we can create a supportive environment for experimental development. Administrative staff will monitor data and goals to support teachers in planning, self-study, self-assessment, and implementation. Instructional coaches will model project planning and offer support. Information about digital environments can help us achieve our school objectives. Our coaches and teachers have access to tailored training and resources. Together, we can transition towards a digital ecosystem that benefits everyone. Take a moment to review the importance of each part in this development Alternative PL.
Set goals and planning activities.
Our blended learning program, which I named " Digital Learning Academy, changing the conversation," was created through a collaborative effort with my team, where we carefully considered the needs of our audiences to ensure that our program met their requirements. Our primary focus was establishing clear learning objectives, a BHAG, three-column tables, and guiding principles throughout the development process.
We also closely monitored the schedule, activities, and responsible parties to ensure everything was aligned correctly. Moreover, the five principles were directly linked to the program's structure, creating a blueprint that helped to reinforce their importance.
If you want to learn more about our program and the various scenarios we cover, please look at our additional resources. We must begin to use a new conversation about teacher development. Start a new conversation
REEVALUATE REDEFINE REINVENT. We can not wait to start teaching our teachers in a new professional learning way.
Resources
References
Gulamhussein, A., & Center For Public Education. (2013, September). Teaching_Effective_Professional_Developmt.pdf. Dropbox. https://www.dropbox.com/s/j13c5mk092kmqv9/Teaching_Effective_Professional_Developmt.pdf?dl=0
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Fink, L. (2003). A Self-Directed Guide to Designing Courses for Significant Learning Designing Courses for Significant Learning. https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf
Harapnuik, D. (2016, June 13). Why you need a BHAG to design learning environments. Harapnuik.org. https://www.harapnuik.org/?p=6414
Harapnuik, D. (2021, February 26). Aligning Outcomes, Activities & Assessments. Harapnuik.org. https://www.harapnuik.org/?p=8732