#5: Professional Development

High Quality Professional Development

Hello! Today we will be looking at professional development. We’ve all been there before. Some trainings keep us on the edge of our seats, frantically writing notes and nudging our neighbor to whisper about a great new idea. Other trainings have us watching the clock, trying to stay awake, and ignoring all the other things on our massive to-do list that we could be doing with our precious time. Wouldn’t it be great if all professional development was the first description? Today I’m going to break down for you what you can do to create a high quality, engaging professional development program for your school. 

Adult Learners

As educators, we are very used to working with children and adolescents. We have all been trained in instructional techniques. One thing that literacy leaders need to keep in mind, is that a big part of our job is teaching adult learners. In our field especially, we’ll be teaching fellow educators, which means that they know the most effective ways to learn and expect us to deliver. Here are some key characteristics of adult learners:

• Adults have lived life; every teacher has had a unique experience that affects their prior knowledge and skills.
• Adults have developed ideas and beliefs about what works and doesn’t work in a classroom from their experience.
• Adults have high expectations; as I stated earlier, they recognize good teaching when they see it. 
• Adults have goals. They know what they expect from a training and expect us to deliver.
• Adults are busy. They have a lot to do, and professional development needs to be a valuable use of their time.

Teaching adults sure sounds intimidating, right? But don’t worry, there are some definite perks to working with adult learners. 

• Adults are more likely to be flexible learners. They have experienced a variety of educational settings and are experienced at adapting to different environments.
• Adults are motivated. They want to get better, and they hope that their literacy educator can help. 

To sum it up, the adults that we work with are hardworking and motivated. They want to become better teachers, and trust that we, the literacy educators, can help. That being said, we need to be aware of their precious time and needs, and provide meaningful, useful professional development sessions. More on that later!

Constructivist Teaching

Constructivist education theories believe that people learn best when we interact with others. This helps us to learn new ideas and change or replace old ideas. Each person’s prior life experience will affect what they need to learn and what they can bring to the table to help others. When planning professional development sessions, keep in mind these principles for a more effective, engaging experience.

• Active participation is key. Most people don’t enjoy a long lecture!
• Small group discussion is a great way to increase participation. 
• Use context when introducing new concepts. Share how it looks in the classroom.
• Safe environments help teachers feel comfortable discussing and trying new ideas.
• Shared experiences allow teachers to participate and help each other reach new understandings.
• Prior knowledge helps teachers better understand new ideas. Guide teachers towards making connections with a new topic to what they already know and understand.
• Watch for change in teachers’ understanding. As you work in a school long term, you will see that teachers are growing and changing. Embrace and celebrate this!
• Finally, provide additional experiences. Not everybody has the same experience or learning style. Make sure that you are providing additional opportunities for teachers who need more time to grasp a new idea. 

Tips for Planning

Here are some great ideas for making an engaging, effective experience for your adult learners. 

• Collect and analyze data at the beginning of the year. This will allow you to see what teachers already know and what they still need. This helps you to be respectful of their time and goals!
• Be organized and structured. Based on needs, set your goals for the year. What do you want teachers to understand and do at the end of the year? How can you support them?
• Be consistent. Make sure that all of the professional development builds upon the previous session. Don’t jump from topic to topic; make sure that you are following through on previous trainings.
• Provide variety. Adult learners (like children) learn in a variety of ways. Provide small group discussions, one-on-one conferences, observations, and demonstrations throughout the year. 
• Collect and analyze data throughout the year. Yes, more data! This is a way to check that your professional development is meaningful. How can you continue to grow?
• Become a literacy expert. Make sure that you are learning about the best literacy practices so that you can share up-to-date information with the staff. 

Good luck, fellow literacy educators! We have a very important job. 

References

Lyons, C. A., & Pinnell, G. S. (2001). Systems for change in literacy education: A guide to professional development. Portsmouth, NH: Heinemann Educational Books.