Creating Meaningful and Productive PD

When I ask teachers to join me for a professional learning experience, it’s important that I value their time by providing tools to impact practice and increase student learning. My goals are to model strategies, bring a sense of efficacy, and provide them an opportunity to build skills they can use immediately in their own classrooms.

Many of the ideas below work for professional development sessions and transfer over to coaching partnerships and facilitation moves in professional learning communities.

Plan With Intention

Developing a professional learning experience begins by devoting a block of time to careful, purposeful planning. Just as I do with lesson or unit planning for students, I begin with the end in mind, focusing first on the following questions:

• What is the goal for teacher learning?
• What is the goal for growing as a community? 
• What will success look like and sound like?

When I’m clear on the focus, I can prioritize and streamline the content with an appropriate amount of new learning and practice. Giving opportunities to practice new learning is of huge importance. The transfer of new ideas to instruction occurs when teachers have time to plan, rehearse with each other, and/or synthesize by applying the learning to their own context. 

Next, I consider agreements for the experience: What are the norms we are going to strive for during the session(s)? Depending on the group and the length of time we will spend together, I opt to either codevelop the agreements with the group or provide agreements and ask for participants to give a thumbs-up if they feel the agreements match the learning objectives and circumstances.

I also determine if we need to delve deeply into an agreement or two to brainstorm what it would sound like and look like in practice. Next, I decide if we will use roles to support any agreements. For example, if we’re focusing on using asset-based language, will we have one or more people responsible for reminders throughout the meeting?

While planning, I consider how I can reflect back to the group any prior feedback and steps I’ve taken to improve. For example, if teachers indicated that we went too fast at the last session, I can share with them that I’ve slowed down the pace and allowed more time to process information at this session.

 I also plan for a way to gather feedback at the end of the session, selecting from a variety of ways to share feedback, such as a Google Form, sticky notes on a “gots and wants” poster, etc. It’s important to gather feedback on both the process and content.

The final step of planning is to design the space to meet the collaboration and content goals.

• How will I invite people into the space?
• How will they sit?
• Will seating be assigned or random, and do I have a reason behind the decision? How will I communicate this decision to be transparent and intentional?
• What visuals will I use around the room to scaffold learning, and what materials will I bring to support the objectives?

During the Session

Beginnings matter. I show up early to the learning space to set up and prepare myself. I consider the energy level I need to bring to the session and strive to get myself fully focused to listen deeply, respond effectively, and pivot as needed during the session. I try to greet people as they arrive if possible; this helps me connect and get a sense of the energy level people are bringing.

When we begin the session, I set the tone by smiling, projecting enthusiasm, and offering an explanation of the goals so they know what to expect.

When presenting, I try to model facilitation moves that teachers can use in their classrooms. I point out the strategies by pausing, moving to a different space, and describing the what and the why of the strategy. When I physically move to a different space, teachers know I am shifting gears. Then I return to my original spot and continue modeling.

This strategy also works when I make language shifts. None of us is perfect, and we will make mistakes when we present. If I use unclear or negative language, I can pause, move, pause again, and then use language that clarifies what I meant to say.

It’s important to give participants time to process information. Here are some ideas for this: turn and talk to a neighbor, do Numbered Heads Together (participants talk with each other, then I call on one person per table to share out), create a poster to summarize learning, fill out a graphic organizer to summarize main points.

Intentional use of visuals, modeling, and gradual release is important during a professional learning opportunity. When providing gradual release, I show how to do something; then we do it together as a group before I have partners practice and then possibly individuals.

Endings matter. The ending is often what people remember when looking back at an experience. Depending on content and context, I often aim to add on a positive note, so that people feel celebratory and energized. I strive to leave time to close in a meaningful way. This can include reflecting on what we learned, how we will measure the impact on student learning, or the ways teachers feel efficacy.

When I work with children, I plan lessons with objectives and the student experience in mind; the process is very similar when I plan for adults. As an instructional coach, I consider it a privilege to work alongside teachers and to learn alongside them. Their time is valuable, so I need to show up prepared with strategies and learning opportunities they will find immediately useful.

Planning for meaningful adult learning takes time and focus, but it’s time well spent if teachers find it useful and it impacts student learning.