Connecting and Communicating Your Ideas

My journey into Developing Effective Professional Learning started with Gulamhussein's 5 key principles to effective professional learning. This began with a realization of the limitations of traditional "sit and get" professional development methods. As I dig deeper into Gulamhussein's work, which resonated deeply with my beliefs about the need for more engaging and impactful professional learning experiences. Gulamhussein's principles highlighted the importance of duration, support, active engagement, modeling, and specificity in professional development, providing a framework for designing more effective PL experiences.

Inspired by Gulamhussein's principles, I embarked on creating a call to action for alternative professional learning for my campus that aimed to depart from the traditional lecture-based approach and embrace a more interactive and collaborative "go and show" model. I recognized the need to empower educators with ongoing support, engage them in active learning experiences, and provide them with practical examples and modeling to facilitate understanding and implementation.

PD Outline

Prior to develop my PL Outline, I need to defined my Big Hairy Audacious Goal (BHAG) as Dr. Harapnuik (2016) has stated how crucial it is to start the planning process with a BHAG.

BHAG:

Empower educators to revolutionize math instruction by equipping them with comprehensive resources and training on utilizing STAAR 2.0 questions effectively, harnessing the potential of Canvas LMS for personalized learning, mastering the art of backward planning to ensure alignment with standards, and skillfully unpacking TEKS standards to deepen student understanding and achievement.

Furthurmore, as I developed my PL outline for presentation at my campus, I ensured that each component was aligned with Gulamhussein's 5 key principles. The duration of the training was extended to provide ample time for learning and implementation, with ongoing support mechanisms in place. The sessions were designed to be interactive and hands-on, allowing participants to actively engage with the content and practice new skills. Modeling played a crucial role, with real-world examples and demonstrations incorporated to illustrate effective teaching practices. Additionally, the content of the training was tailored to the specific needs and interests of the audience, ensuring relevance and applicability. With the timeline and schedule, below are some important key points about who are my audiences and their needs, how collaboration, effective modeling, and self-directed learning will be fosters.

Audience and their needs

The audience for the professional learning plan comprises math teachers with diverse needs encompassing understanding TEKS, STAAR 2.0 question design, technology integration, and professional collaboration. To address these needs effectively, the plan will offer targeted sessions on unpacking the standards, STAAR 2.0 questions, technology (Canvas) integration, and strategies for meeting diverse learning needs. Additionally, it will provide opportunities for collaboration among teachers through structured collaboration time, breakout sessions, and participation in professional learning communities.

Foster Collaboration and Effective Modeling

In my PL plan, fostering collaboration and effective modeling among math teachers will be essential to support their professional growth and the implementation of student-centered practices. Here are some activities that I will be implementing:

Breakout Sessions: Teachers will engage in breakout sessions where they plan and deliver lessons together, demonstrating student-centered instructional strategies in action. This collaborative approach allows teachers to observe and learn from each other's teaching practices firsthand.
Buddy Partnerships: Teachers will participate in a buddy system, where they collaboratively plan, teach, observe, and reflect on a specific lesson or unit. By working together in small groups, teachers can share insights, provide feedback, and refine their instructional practices based on collective reflections.
Model Lessons & Feeback: Experienced teachers or instructional coaches will conduct model lessons that exemplify student-centered teaching approaches. These model lessons will serve as examples for other teachers to observe and learn from, providing concrete demonstrations of effective instructional strategies.
Professional Learning Communities (PLCs): PLCs will be established to provide ongoing opportunities for teachers to collaborate, share resources, and discuss best practices related to student-centered learning. These collaborative communities foster a culture of continuous improvement and collective learning among teachers.

Foster Self-Directed Learning

Fostering self-directed learning among teachers, specifically the math team is crucial for empowering them to take ownership of their professional growth and development. Here are the activities that I will be implementing:

Individual Learning Plans: Encourage teachers to create personalized learning plans based on their professional goals and areas for growth. Provide resources and support for teachers to identify relevant learning opportunities, such as workshops, conferences, online courses, or independent study.
Professional Conferences: Encourage teachers to attend professional conferences where they participate in learning specific teaching practices or self-improvement in their content. By planning and attending professional conferences, teachers take ownership of their learning process and drive their professional growth to further self-development and ultimately positively impact their students.
Professional Learning Communities (PLC): Facilitate the formation of professional learning communities where teachers can explore best practices and work collaboratively. These communities provide a platform for sharing resources, discussing ideas, and supporting each other's learning journeys.
Peer Observations and Feedback: Encourage teachers to participate in peer observations and provide feedback to their colleagues. By observing others' teaching practices and receiving feedback on their own teaching, teachers can gain new insights and perspectives that inform their professional growth.

By providing opportunities for self-directed learning and supporting teachers in taking ownership of their professional growth, especially the math team can cultivate a culture of continuous improvement within their learning communities.

Timeline & Schedule

The timeline for the Professional Learning Plan will begin the first week of school when teachers are returning for PD. The Needs Assessment will be given during the first week to determine any additional topics that need to be added to the sessions list.

Current sessions scheduled are:

Math Curriculum Updates
Unpacking the Standards (TEKS)
Data Analysis - Incoming students' previous STAAR + MAPS Data
Backward Planning (UbD)
OnTrack - Creating STAAR 2.0 Questions
Utilizing Canvas LMS to Maximize Instruction

BHAG & 3-Column Table

The 3-Column Table was created using Fink's (2005) outline.

Overall, my journey with this course has not only informed my understanding of effective professional learning but has also guided the development of my PL approach. By embracing a "go and show" model and departing from the traditional "sit and get" methodology, I am confident that my upcoming PL will be more engaging, impactful, and empowering for educators.

References:

Fink, L. D. (2005). A self-directed guide to designing courses for significant learning. Retrieved from: https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf

Gulamhussein, A. (2013). Effective professional development in an era of high stakes accountability. Center for Public Education. http://conference.ohioschoolboards.org/2017/wp-content/uploads/sites/17/2016/07/1pm111317A114Job-embedPD.pdf