1. teachers what we want professional development to be
as learners
what we need professional development to be
Reform Symposium 2011
Lyn Hilt * @l_hilt * http://lynhilt.com
2. a poll....
A - administrator
B - teacher
C - other role in education/ who are you?
parent wheretellare you?
add your location to the map! us who you are!
3. hello!
k-6 principal in pennsylvania
elementary technology integrator/coach
connected learner, reader & writer
4.
5. today
†experiential learning and essential components
†involvement of social media and networks
†whatâs worked for us
†discussion
6. The problem with PD is that on the whole it treats teachers as
âconsumersâ of professional knowledge, and discourages teachers
from thinking for themselves. Teachers need to be âcreatorsâ of
professional knowledge.
-Peter Kent
â€
10. concrete experience
the âdoingâ
reading, viewing, workshop participation
experience in the classroom implementing
ideas with students
reflective observation
reviewing and reflecting upon experiences
analysis and judgment about learning and teaching
discussions with colleagues, mentors, administrators
needs to be systemic to be powerful
11. abstract
conceptualization
concluding and learning from the experience
connect to educational theory
generate conclusions about the effectiveness
of practices
active
experimentation
plan the changes
implement the changes in practice
leads to another concrete experience
... and the cycle continues
12. âAdult learning is facilitated when the learnerâs
representation and interpretation of his own
experience are accepted as valid, acknowledged
as an essential aspect influencing change, and
respected as a potential resource for learning.â
Brundage and MacKeracher, 1980 via Dewar, 1999
15. aligned to school vision and goals
connected to student learning outcomes
experiential
empowering
collaborative, social, reflective
supported through a culture of trust
19. PLCs Lesson Study Book Circles
Reflective
Special Interest Action Research
Journaling/
Cohorts Teams
Blogging
Teacher-led Coaching/
Fed-Ex Days
workshops Mentoring
23. action research
†inquiry into a problem/
possibility within the school
or classrooms
†collaborative, meaningful,
reflective
†data-informed
†action-based
†transformative
24. embrace constraints
âThereâs no time!â Get creative with schedules⊠before/after
school, ïŹex time, reduce non-instructional duties, provide coverage
yourself
âCentral office will never go for this!â Start with a pilot groupâŠ
gather teacher feedback, prove the positive impact on teacher and
student growth alike
âYour budget is being cut!â Building teacher leadership eliminates
the need for expensive out-of-house PD offerings⊠seek out
affordable or free online venues- webinars, #rscons⊠send your
teachers to #edcamps, #ntcamps
25. âWe are teachers and we are in
the business of relationships,
motivation, and the facilitation
of dreams.
And so we develop ourselves.
On blogs. On Twitter.
Throughout the PLN. We have
used the opportunity of the
tools at our disposal to engage
in an older and vastly
more satisfying form of
professional development than
the mandatory in-service. We've
developed a relationship with
development. We are engaging
with our growth and our
communal experience in an
open, social, and mutually
beneïŹcial way.â
-Shelly Blake-Plock
@teachpaperless
26.
27. acknowledgements
For Sharing Ideas
Steven Andersen @web20classroom For Sharing Images
Shelly Blake-Plock @teachpaperless http://www.flickr.com/photos/b-tal/116220689/sizes/o/in/photostream/
Connected Principals www.connectedprincipals.com http://www.flickr.com/photos/rdhout/http://www.flickr.com/photos/
cliff_robin/618199950/sizes/o/in/photostream/
Alec Couros @courosa http://www.flickr.com/photos/68634595@N00/116220689/
Seth Godin @thisissethsblog http://www.flickr.com/photos/b-tal/116220689/sizes/o/in/photostream/
Patrick Larkin @bhsprincipal http://www .flickr.com/photos/brianauer/2220697913/sizes/o/in/
photostream/
Lisa Nielsen @innovativeedu http://www.flickr.com/photos/srsphoto/766053834/sizes/o/in/
Daniel Pink @danielpink photostream/
http://www.flickr.com/photos/28481088@N00/2746176068/sizes/o/in/
Powerful Learning Practice http://plpnetwork.com/ photostream/
Eric Sheninger @nmhs_principal http://www.flickr.com/photos/jkfid/4333769080/sizes/l/in/photostream/
Josh Stumpenhorst @stumpteacher http://www.flickr.com/photos/striatic/2192189572/sizes/z/in/
photostream/
Chris Wejr @mrwejr http://www.flickr.com/photos/falcifer/4063703683/sizes/l/in/photostream/
Brecknock Elementary School Teachers http://www.flickr.com/photos/wonderfullycomplex/3352954780/sizes/o/
in/photostream/
http://www.flickr.com/photos/pinksherbet/234942843/sizes/l/in/
Presentation Resources found here: photostream
http://leadandlearn.wikispaces.com/Reform
+Symposium+2011
Hinweis der Redaktion
\n
\n
Maybe this is the reason I’m here today. Here I am ready to go to my first day of school and the excitement is evident .i love to learn, I recently wrote a post about the spark my teachers ignited in me. That’s at the core of what we do as educators- igniting a fire for learning. So now on the administrative role, I need to find ways to do that for my teachers as well as my students.\n
one of the troubling things is that technology is taking education on a whirlwind ride of change and with reform and everything, we’re focusing on evaluating teachers, merit pay, test scores, etc. do we hear about prof. development and what’s needed? have to better help our teachers keep growing. \n\n
\n
tell a story - a love of learning - charlotte’s web? a spark? audra’s daily 5 experience?\nwe need teachers doing IT\n
active participation in learning\n problem and experienced centered\n an active search for meaning that relates to prior knowledge\n a sense of excitement about learning (stress can be a major roadblock)\n collaborative modes of learning\n nonthreatening learning environments\n learning that promotes question-asking and problem-solving and express a tolerance for uncertainty\n a way to assess their own skills to discover personal needs\n control over their learning\n
teachers are attracted to PD that will expand their knowledge and skills, contribute to their growth, and enhance their effectiveness with students.\nthey’re looking for better outcomes for students as a result. \ntoo frequently, PD sessions are designed to change teachers’ beliefs and attitudes at the outset. they often fail. while it’s important to gauge teachers’ interests and needs, PD HAS TO INVOLVE EXPERIENCE in practice. the experience of successful implementation then leads to changing teachers’ attitudes and beliefs. they’ve seen it work for students. clear evidence of improvement of learning outcomes for students \n\n
Kolb developed a theory of experiential learning that can give us a useful model by which to develop our practice. This is called The Kolb Cycle, The Learning Cycle or The Experiential Learning Cycle. The cycle comprises four different stages of learning from experience and can be entered at any point but all stages must be followed in sequence for successful learning to take place. The Learning Cycle suggests that it is not sufficient to have an experience in order to learn. It is necessary to reflect on the experience to make generalisations and formulate concepts which can then be applied to new situations. This learning must then be tested out in new situations. The learner must make the link between the theory and action by planning, acting out, reflecting and relating it back to the theory.\n
\n
\n
\n
so, think about professional development that’s being offered in your school. are we headed in the right direction? is it one-size fits all? are teachers involved in deep learning experiences that lead to reflective observation, and the experiential cycle? is it a social process? make it about the experience! \n\nMake it meaningful for this person. above. all else. How do we design it for this teacher? differentiation is a buzzword and we all know we’re supposed to do it for our kids. but we need to also break away from one-size-fits-all PD. differentiated PD-is tailored for teachers at different levels of understanding - addresses teachers’ interests -allows for teacher autonomy-requires flexibility\n
the dreaded 3-ring binder of professional development - “the plan”\nfrightening that in my district there were some teachers who didn’t know its whereabouts or what was inside of it; so many times they are developed at the central office level and imposed upon teachers. it’s like the PD is done TO them, not FOR them or WITH them.\n
the non-negotiables. teacher professional development should be planned as a result of wanting to improve learning opportunities for students. PD should help teachers learn more about how to help students learn what they need to learn. personal growth. there should always be a reflective element. \n
what we ultimately want is a teacher who is open to learning from all of these sources. let’s not limit their learning and PD to people we pay tens of thousands of dollars to deliver. let’s use our experts, let’s connect to those who have lived it. if we want to involve teachers in experiential learning, we now have many avenues to do so. does not have to be stand and deliver. does not have to cost a lot of money. \n
i could not have done this without social media. administrators looking to design differentiated PD need to use these tools to help them. we focus on the negatives and fears associated with connected learning too often rather than see them for what they’re worth: tools fantastic for encouraing collaboration, communication, creativity, and critical thinking. Using SM for PD is free, reflective, personalized, allows for connections with others, and is available! free - tools are free, use them. connected - let’s stop being our own islands. share our greatness. reflective- this is the part of our practice we don’t often have time for. available- learning doesn’t have to stop after school is over. 24/7 access.\n\nthis is also a great lesson for teachers. it’s not that they don’t want to. they’re fearful of starting. once they get a taste, they want to learn more. \n
these are some of the structures that can be used to enhance learning for teachers. links to examples of these being used in real schools are located on my wiki.\nSocial media can play a role in any of these. \nconcrete experiencereflective observationabstract conceptualizationactive experimentation\n
How do you see the role of technology most benefiting your students? How do you see the role of technology most benefiting your students? What are the topics you most want to explore this year through our ETC work?\nstructure that works for us: beginning of month, midmonth, end of month\nthe wiki is the place where we share ideas and collaborate in discussions as well as in face:face situations\nWHy it works:\nnot just about tech, thats an interest we have to explore. starting on daily 5 now.\nconcrete experience reflective observation abstract conceptualization active experimentation\n
first surveyed all elem. staff about needs/interests using Google Forms\norganized the whole day through social media- forms for surveys/schedules, wikis for posting resources\nteachers used feedback forms\nsaw the move from consumer of info to producer and sharer - I now have teachers blogging and putting their ideas out there for others to see\nconcrete experience reflective observation abstract conceptualization active experimentation\n
concrete experiencereflective observationabstract conceptualizationactive experimentation\nPatrick larkin quote: “hire great people and get out of their way” \nThis begun for me when I read a post on Connected Principals by Chris Wejr in October. He’d just finished Drive and wanted to bring the Atlassian notion of Fed-Ex days shared by Daniel Pink in his book Drive. Bring that to teachers. \nI’m continually amazed with the great things my teachers do each day. Need their enthusiasm and expertise to infect us all. That’s not going to happen without the opportunity to collaborate together in inspiring ways. - the feedback was overwhelming that they appreciated being treated as professionals. \nChris Wejr and Josh Stumpenhorst - Innovation Day\nI introduced Drive, the idea of the day, told them the parameters: work with whomever you want to, on whatever project you want to, for the day. The only thing you have to do is deliver at the end of it. A product, an idea, a plan moving forward. Then we shared out on this glog what we’ve been doing. Share Liz’s idea. Steve’s art plan. \n
Aiming for Authenticity With Connected Learning http://plpnetwork.com/2011/06/22/aiming-for-authenticity-with-connected-learning/ \npersonalized learning opportunities --> action --> data analysis --> reflection --> taught others \nAction Research Projects\nAction research is a process in which Powerful Learning Team members collaboratively examine their own educational practice systematically and carefully. Action research is:\nDisciplined inquiry into a problem or possibility within the school or classroom\nCollaborative and usually takes place in a community of practice\nMeaningful, positive, and reflective\nData-driven, action-based, improvement-focused\nTransformative\nconcrete experience reflective observation abstract conceptualization active experimentation\nHere are a few Action Research projects from schools who have participated in the Powerful Learning Practice experience. Check this showcase often for new featured projects.\n
http://sethgodin.typepad.com/seths_blog/2011/07/embracing-constraints.html \n\n\nEmbrace the constraints you’ve been given. Use them as assets, an opportunity to be the one who solved the problem. \n
Let’s continue to inspire each other to grow and learn continuously with one another. Let’s not allow complacency or stagnation. When PD plans are developed, and teacher input is sought, provide your input. Share with them what other schools are doing successfully to help teachers grow. \n\nWe owe it to kids. No tool is going to reform education. People willl. Teachers will, administrators will, students will. Focus on learning.\n
questions?\nResources from today: http://tinyurl.com/3dl6zua \n