Professional Learning Opportunities

Research indicates that the outdated sit-and-get model should be retired, as it wastes both time and resources. Schools must explore more effective methods for providing meaningful learning opportunities for educators.

Teachers' time must be respected, especially given their already demanding schedules. One significant drawback of the sit-and-get model is its lack of differentiation for specific content areas and disciplines. Educators from varying grade levels and subject areas often find themselves attending irrelevant workshops, which further diminishes their valuable time. Tailoring professional learning to specific needs would enhance engagement and allow teachers to delve deeper into effective practices.

Most professional development I have experienced has been a one-day training session, after which there is little to no follow-up. This approach fails to provide the ongoing support necessary for teachers to develop and implement new strategies effectively.

To address these shortcomings, I propose transforming our professional learning model into a "go-and-show" approach, which I prefer to call "grow, go, and show." This model focuses on growing educators' skills and enabling them to implement the practices introduced. There are five key principles of effective professional learning that align with this model:

1. Sustained Timeframe: Professional learning must provide adequate time for teachers to learn and begin implementing new strategies.

2. Ongoing Support: Continuous support is crucial for addressing challenges that arise during implementation. Educators need a collaborative partner to help identify effective solutions.

3. Variety of Learning Methods: Teachers should be exposed to new strategies through diverse formats—not just lectures or reading materials. Active participation through seeing, doing, and practicing enhances learning, just as we expect from our students.

4. Modeling Best Practices: Observing new practices in action is essential for success. Additionally, understanding common misconceptions and what not to do can be invaluable for teachers.

5. Specificity: Professional learning should be tailored to relevant contexts. For example, a session focused on teaching kindergarten reading would not be beneficial for a high school algebra teacher. Collaborative sessions with peers in the same grade level or subject area offer significant advantages.

After extensive research on effective professional learning, I firmly believe that the go-and-show model represents the best practices we should implement. If we are committed to providing the best for our students, we must demand the same quality for our educators.