A PROFESSIONAL LEARNING DESIGN PROCESS FOR ULTIMATE CHILD OUTCOME
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This design model follows a cycle of continued improvement with active participation and evaluation of its effectiveness to brings about effective professional learning
INITIAL TRAINING
Why that training?
This is a good question to ask before we dive into any type of PD for teachers. It is known that not all training lead to professional learning as intended. And as research shows positive results are seen only when teachers began training with higher knowledge and found it to be effective (Darling-Hammond 2007). Is the content applicable? Are there barriers to carrying it out fully?
Delivery
After initial introduction, break it down to manageable parts that teachers can work with, and practice. This should include workshops with active learning.
PROFESSIONAL LEARNING COMMUNITIES (PLCs)
Professional development alone is just head knowledge. Many times, teachers have an overload of head knowledge, but it has not reached the heart yet for them to have buy-in. Sometimes they lack confidence to carry it out because of this. A whole cycle of support is needed to really be able to believe with the heart and build confidence. This is why my learning design process had a cycle of support.
Profession Learning Communities can empower the teaching team and bring about equitable learning to all students. “The PLC plus model exemplifies the collective nature of working together to talk about teaching and learning and then taking action as a result of those discussions” (Fisher & Fryer et al. 2020 Pg. 27). And PLCs are not about everyone doing things the same either. It is collaborating with the opportunity for teachers to use their own lesson plans and be creative. What is required is a high level of expectations for the learning of all students (Fisher & Fryer et al. 2020 pg. 51).
COACHING & MENTORING
Coaching and peer coaching have been proven to provide teachers support to increase student outcome. As an Instructional Coach, even though it can sometimes be challenging, I have seen many ideas we discuss together as coach and teacher, being implemented in classrooms. Teachers need motivation and support to meet their goals. My insight comes from Cognitive coaching and transformational coaching by Elaina Aguila. It is amazing to think how diverse we can be, and how our beliefs and perceptions are part of our culture, genetics, and neurology. As a coach I need to be flexible, and watch for cues in my clients to learn to interact with them more meaningfully.
REFLECTION & FEEDBACK
This is part of the coaching process. It is important for teachers to reflect on their progress and receive feedback to make the task manageable. Each teacher has different strengths to work with. Feedback helps a teacher to draw from those strengths to make something work.
Contact earlyyearsempowered@gmail.com for training and coaching information
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