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Can We Change Staff Development?

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novice - member
30 posts

Pg 112- "Participants mistakenly assume that knowing the leadership content and doing it are one and the same. Of course, they aren't the same at all, so participants usually return to the office and apply only a fraction of what they studied. When leaders and training designers combine too much motivation with too few opportunities to improve ability, they don't produce change; they create resentment and depression."

In other words...

Information without Application leads to Frustration.

There are only three staff development sessions I have been a part of that have truly stuck.

1. Apple One-to-One Training.
We learned about the program and then instantly applied it on a project. For example, we were taught iMovie and then instantly put into groups to make our own iMovie. We showed our iMovies to the group and then debriefed on the process. The training lasted for a week, not just one day.

2. Math Acamdemy
We learned math concepts and lessons from college math professors from Cal-State Fullerton. The following week, we brought in volunteer students, taught them the lessons, and then debriefed later that day. We meet several times throughout the year to receive further training and share ideas. We were observed in action several times throughout the year. The academy lasted 3 weeks, with 4 or 5 follow up meeting through the year.

3. Classroom Walkthroughs
We learned about the concept, techniques, and format, then went and conducted them. We debriefed that same day. We set up opportunities throughout the year to continue to practice the skill. It was not a one shot deal. We continued to refine our practice and debrief. This spanned at least 7 days through the year.

The common theme was putting the knowledge into action immediately or very soon after the training. We debriefed about the process and shared ideas and questions. We were provided opportunities to touch base throughout the year with follow up training. We scheduled opportunities to apply what we had learned. We did not leave it to chance. We took the time necessary for proper learning to occur, it wasn't crammed into one day!

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novice - member
18 posts
Rob,You provide three great examples of PD that worked well. You learned new skills in a way that they stuck. But looking back do you think these types of opportunities to practice what you learn also has created any changes in the way you approach learning... i.e. in your learning behavior? I'm wondering if there are three layers to PD... the first layer is disseminating new information, the next layer is to have the learning "stick", and the third layer deals with behavior changes in the learners that plays into future learning.

Greg 

 

novice - member
16 posts

Greg-
Your question made me think of my own PD experiences. The majority of it info disseminating (sit n get). I agree with your next layers which at some point have to become "do" focused. However, I don't think we do that in schools. We plan the PD, the PD is taught, but at least in my experience there isn't a "do" step....or even an expectation of "doing" often enough. Some of the most lasting PD has been when the admin has assigned "homework" or "application" work related to the "sit n get" session. I was surprised how many teachers resented that "assignment" or being asked to "do". And beyond being asked to "do" an admin or the building leadership (perhaps curric. committee members, etc) then have to dialogue with staff about the results of the "do" step. If we miss these critical steps it will never "stick".
Mark

novice - member
30 posts

Greg, great question. I can sum it up like this. A teacher who participated in the classroom walkthrough training. (paraphrased)

After the training, "This sounds interesting."

After conducting the walkthroughs, "Wow that was awesome. I learned so much more than I though I would. Seeing the other classrooms is a great learning tool."

After the debrief, "We need to figure out ways to keep this going. When do we do it again. We need to have all the teachers do it. How can I help."

Sounds good -- I learned something -- I want to make this part of what I do and share with others.

So, I agree with your three layer model. That's when it sticks

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novice - member
24 posts
The common theme was putting the knowledge into action immediately or very soon after the training.

Shouldn't all education, including the education we are providing to k12 students, put knowledge into action immediately or soon after it is taught?  I think the passive model of professional development is just an extension of the traditionally passive model of large-scale education.  It leaves me wondering: is professional development the the "key behavior" we need to tackle or should we be looking somewhere else if we truly want to influence change?
novice - member
23 posts
What I'm enjoying about this book and the discussion is the clear plan that is unfolding in my mind as I think about a PD plan for 08-09.  First we need to think carefully about the vital behaviors that will truly make a difference in student and teacher learning.  Then, as we present these to staff (I realize those last four words need tons of thinking and design based on the thoughts in the book, but more on that later) we must follow up with opportunities to practice, lots of feedback, coaching, and reflection in a collaborative setting.  This is a model our district has espoused through our work with the Ball Foundation and Targeted Leadership.  Following through on these plans is still messy and uneven.   A struggle I've had has been developing a system for teachers to regularly observe, coach, and give feedback to each other.  Next year, I've finally put some subtitutes on the calendar for that express purpose.  Hopefully, we can build some momentum on the peer coaching model as the Principal alone can only be spread so thin.
novice - member
36 posts
I have three artifacts I'd like to share about PLCs and PD. The one was made by a teacher whose school is "focussing" on PLCs. Says he, "Trying to install a PLC here is like trying to install democracy in Iraq." That has lots of meaning for me. 

The second is from a blog I follow. It is Jessica Hagy's Indexed. Hagy makes fun of different topics using a simple diagram on an index card. She's published a collection of these in a paperback, Indexed. (I apologize, but the link button isn't working for me--http://www.amazon.com/dp/0142005207?tag=neotakucom-20&camp=14573&creative=327641&linkCode=as1&creativeASIN=0142005207&adid=11J79RG416AANS2QFCCE&). Anyway, I think she accurately reflects the tao of educators:

Changing the World

Finally, a Chinese proverb: Talk doesn't cook rice.
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Skip Olsen
novice - member
18 posts

Hi Dan,

It will be interesting to hear back in a couple months that in the 08-09 PD plan you end up with, if the key behaviors identified end up being mostly student behaviors or staff behaviors that need modification.

Greg

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