Plan For Effective Professional Learning

Historically, professional learning opportunities have often followed a uniform sit-and-get model, typically consisting of one-day lectures scheduled outside of contract hours. This approach can lead to frustration among educators, who already invest significant time beyond their contractual obligations. To foster a sense of value, support, and engagement, we must rethink how and when we deliver these learning opportunities. By doing so, we can enhance educators' knowledge and, in turn, improve outcomes for our students.

Our students deserve the best, most current practices to develop essential 21st-century skills. Ensuring all learners benefit from these practices requires creating professional learning experiences that engage, interest, and value educators. Moreover, professional development should not adopt a one-size-fits-all approach; it should be tailored to meet the unique needs of specific teaching levels, thereby maximizing its effectiveness.

In the plan outlined below, I have integrated these principles to ensure the professional learning opportunities I provide are both engaging and practical. My approach aims to connect the dots rather than simply collect them.

Plan Overview:

Duration:

• I will conduct an initial 8-day training session with teachers to cover pedagogy practices, modeling, and planning for new strategies.

• Ongoing training will be provided throughout the academic year, with refresher sessions offered annually.

• After the first year of implementation, mentor teachers will support new educators with continuous training.

Support:

• I will offer planning assistance to help alleviate any feelings of being overwhelmed during the transition.

• Mentors will model effective practices for new teachers.

• Ongoing coaching will be available for those needing clarification on pedagogy.

Initial Exposure:

• Active, hands-on training will engage teachers from the outset.

• All educators will receive training on Project-Based Learning (PBL).

Modeling:

• Initial and ongoing modeling will occur in classrooms, allowing new teachers to observe experienced mentors in action.

Context-Specific:

• Training will be tailored to specific content areas and grade levels, with dedicated planning time for relevant curriculum development.

This plan is designed for continuity, ensuring that all teachers receive consistent training, opportunities, and support over the coming years.

Additionally, learners will utilize a template based on Fink's 3-column table to plan their backward design after defining their Big Hairy Audacious Goals (BHAG).