A highly respected principal told this story in one of our workshops about the need to support her teachers in their classroom craft. “Yes, I believe in professional learning for my teachers. I know the teacher is the key to success for the kids in
As districts face challenges with a revolving door of excellent teachers, it’s time to find ways to offer sustainable, relevant, and engaging PD in and across schools.
EFFECTIVE PD displays three primary characteristics:
It’s when these three characteristics are combined that real results are achieved
No one is more enthusiastic to hit the classroom running than a new graduate of a teacher-prep program. They’ve done their course work, studied educators in action, and worked alongside experienced teachers for months to get into the rhythm of the profession and they can’t
“Tell me and I forget, Teach me and I remember, Involve me and I learn.” This quote by Benjamin Franklin is often used to highlight how we, as teachers, might consider our roles with students. However, what if we change the audience and consider this
When I consider my 30 plus years in education, there is no single professional development program or strategy that addresses my professional training needs. For example, Jim Knight’s text on Mentoring, Coaching, and Collaboration edited by Corwin Press provides ample examples on how mentors and
Coaching is the ultimate form of personalized professional learning. There is no better way to help teachers refine their craft then to work with a coach. And better yet, what if coaching helps the students grow too? That’s what student-centered coaching is about, increasing student
Most educators really don’t care about what we call PD. They care about their students and want practical solutions to the challenges they encounter in their classrooms. They care about relationships and coherent PD that actually makes change manageable (Gustafson, 2016). Renaming PD will not
Whenever I’m facilitating professional development, I have a secret goal: that I will incite someone to approach me before lunch and say, “So, what are you doing? I mean, usually by this point in a workshop, I’m ready to slit my wrists or something rather
This three-part blog series contains excerpts from the book Guiding Teams to Excellence With Equity. In chapter 1, author John Krownapple explores “the why” behind our need for excellence with equity, Cultural Proficiency, and culturally proficient facilitators of professional learning and organizational change.
Cultural Proficiency can
The concept of “wait time” isn’t anything new to educators. Every year, new teachers have to get used to suppressing that urge they feel to fill silence in their classrooms so that their students have quiet processing time. We know students need wait time to