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Alison Doubet

ET662
Summer 2018
Professional Reflections Journal

Module 1

1. What was the most useful, meaningful, and/or relevant information you came
across in Chapter 1? What was the most useful, meaningful, and/or relevant
information you came across in Speck's article?

In Chapter 1 of our text, I found the most useful information to be in the section
titled “Go with the ones who are ready to go”. Specifically, I was interested in the
guidelines that a change agent must honor. In my case, the change agent is our
administration. I think administration should respect that everyone responds and
reacts differently to change, and that’s okay. Additionally, everyone involved in the
process of the change is adapting the best they can, even if it is on various levels. I
found it interesting that the best advice is to “go with the ones who are ready to go”
in hopes to light a spark for everyone else. I think this is good advice for change
agents to use the time wisely and treat teachers respectfully in the process.
In Speck’s article, I found it interesting and meaningful to read about the transition
process. Specifically, how transition must begin with the end of a previous routine. I
think this is something that has been left out recently when schools attempt a
change. Allowing teachers to understand that an end is approaching, why it is
ending, and having time to digest the information before attempting a new change is
important. The questions Speck provides in this section are also helpful, and should
be something principals consider using before implementing a new change.

2. Why do you think people are fearful of change, especially in their professional
setting?

Throughout this program, I feel as if this topic has come up quite often in
discussions, and a common response has been that older, more seasoned teachers
have been the most reluctant ones towards change. In the beginning, I assumed that
these teachers were just “stuck in their ways” and accustomed to the way of
teaching and learning that they’ve experienced for so many years now. However,
throughout the past year or so, I’m starting to wonder if they are reluctant because
some of the changes that have occurred in the past have been unsuccessful or
ineffective. At my school, many older teachers acknowledge the changes that are
happening, but do not “transition”. According to Speck, without the transition, the
change will not work. There have been so many attempts at big changes within our
school system in the past several years, without a solid, clear “vision” or narrative,
that it can be difficult to agree to the workload of transitioning. I think starting with
the vision, and making the vision clear to staff, would help with acceptance.
3. What are some common reactions to change that you have seen and heard in your
professional setting?

The reactions in my school setting vary across the board, depending on the skill
level and open mindedness of the teacher. As I mentioned in my previous answer,
some teachers simply acknowledge the attempt at change, but do not adjust or
transition. Other teachers jump headfirst into the change and implementing it in
their classrooms. Some take time to absorb and reflect before transitioning. In
Chapter 1 of our text, it explains that most teachers must see “proof in the pudding”
before implementing a new change, and I agree. The book also says, “Some are eager
to see the plan unfold, others dread the effort it will take.” I think a lot of the
reactions are based on what type of learner the teacher is as well. This was not in
our readings this module, but I think about Kolb’s Experimental Learning Cycle
when thinking about how teachers at my school react to change. It is important to
carefully plan the process of a change, possibly using one of the models from today’s
readings.

4. Assume a school has developed the capacity to change based in Fullan's three stage
change process. Predict how well that school will adapt to future cycles of innovation
and change.

If a school relies on Fullan’s three-stage change process, I would predict less success
in future cycles of change. I say this because I would assume that after one or two
cycles, it would be difficult to find ways to motivate teachers in the initiation stage.
Speaking from experience, there are a limited number of “new and exciting models”
to introduce to teachers in a way that makes them eager to apply a change. This
might depend on the time between cycles, but I would predict difficulty in gaining
teacher interest and trust in the initiation process enough to make implementation
and institutionalization successful.

5. Compare and contrast Fullan's three-stage change process with the Change Process
Model proposed by Guskey (see pgs. 8-9).

Fullan believes change happens through initiation, implementation, and


institutionalization. In initiation, teachers are exposed to the change and engaged
through motivational practices. In implementation, the change is applied and
practiced through professional developments and models. It is then institutionalized
when teachers use and practice the change consistently over the course of time.
In Guskey’s model, change begins with professional development. After learning
about the change, teachers implement it into their classrooms. Next, student
outcomes change. Finally, the belief of the teacher (in regards to the change) shifts. I
think the main difference in these two models is that in Fullan’s model, teachers are
expected to be motivated by the change in the initiation process. They are expected
to be energized by the excitement and possibilities of the change, before trying it out
for themselves. In Guskey’s model, teachers are potentially reserved at first, but
motivated after seeing a change in student outcomes.
6. What insights have you had about change that will impact your role as a leader as
you begin to prepare for your internship?

Although my internship is over, I can use this information going forward as a


professional development leader within in school. Having an understanding of
effective processes to implement change it helpful. Also understanding the
transition process as well as possible reservations, myths and fears is useful.
Understanding each teacher and their specific capacity is important when planning
a change.

Module 2

1. What was the most useful, meaningful, and/or relevant information you came
across in Chapter 2? What was the most useful, meaningful, and/or relevant
information you came across in the article you read for this module?

In Chapter 2, I found it most relevant to read about the roles people take in a small
group setting. Working in many small groups in my teaching career, I can relate to
this content. As a teacher, I can also see how these roles take place in my student
groups as well. I found it interesting when the text stated, “Some roles are helpful
and necessary to move the group forward, whereas others – most likely considered
the negative roles – tend to consume time and negate any real progress for the
group.” I can agree strongly with this statement, both in my personal learning
experiences and in what I observe while teaching.

In the article, I found it interesting to read that adult learners prefer a self-directed
learning project to group projects. I feel as if many professional developments force
teachers to work in groups on a project, and many teachers often lose interest at
that time. Personally, I would much rather take control of my own learning in a
project rather than sharing the work with others. The article also states that self-
direction does not mean isolation, assuming this means that while you may be
working in a group of people, each person can have their own direction and design
over the project in a personal way. This makes sense for my personal learning style.

2. Create a bulleted list, table, or other diagram that identifies what you perceive are
the barriers to your own learning as an adult. In other words, what makes it difficult
for you to learn new things?

 If the content does not apply directly to the work I am currently doing
 Time management – if new learning is introduced at an already busy or
stressful time, I have trouble concentrating or accepting new concepts
 Not having control over how or where the learning takes place
 Working with group members who do not have a common goal, work ethic or
learning style.
3. Explain why you think Knowles (1973) called adult learners "the neglected species"
and whether or not you agree with this statement.

In Chapter 2, the author explains that Knowles believes adult learners are often
overlooked in learning literature. Even though to this day adult learners are no
longer necessarily neglected, there is still very little research or literature that
focuses on adult learners. Personally, I do not see adult learners being particularly
neglected in my recent experience. However, I do agree that the pedagogy of adult
learning is neglected. At my school, our STAT teacher has taken time to design
professional development that caters to adult learners. However, it is only recently
at Loyola that I learned about the various types of adult learners and how much of
an impact it has on teaching adults.

4. Compare and contrast adult learners to school-age learners of the grade(s) you
teach. You may do this is any way that makes sense to you.

Adult Learners:
 Self-asses and test as they go
 Predict and imagine how they will use their learning
 Expect an increase in performance related to the learning
 Schedule and organize their own learning
 Strong sense of self in their learning
 Prefer self-directed work
 Ego is at stake while learning
 Have expectations

School-age Learners:
 Don’t necessarily have control over their learning
 Do not always seek out learning opportunities
 Don’t take errors personally or allow it to affect self-esteem (for the most
part)
 Prefer collaborative work to self-directed work
 Do not have many expectations

Both:
 Want control of their learning
 More focused on issues that relate directly to their lives
 Require a collaborative and respectful environment to learn
 Rely on information to be paced developmentally
 Wide variety of learning levels
 Need motivation, feedback and recognition
 Require a safe learning environment
 Build new knowledge onto previous knowledge
 Integration of new knowledge relies on application.
5. Of the 12 cast of characters that represent the roles adults play in group work,
which one (or two) do you most frequently take on? What is the evidence?

Unfortunately, I would categorize myself as a “Sage” in a group setting. I have always


struggled with sharing control during group projects, as I am a strong Type A
person. However, I would not say that I necessarily demonstrate the negative traits
that a Sage possesses (withholding opinions, not giving agreement, disapprove
without justification), although sometimes this is the biggest struggle for me. I try to
be respectful and inclusive of group members, but I am often consistently combating
my inner “sage” during group projects.

6. Complete these 4 sentences to demonstrate your understanding of the readings: The


adult learner prefers . . . The adult learner is motivated by . . . The adult learner
brings . . . The adult learner does not like . . .

The adult learner prefers content that relates directly to their work or life
experiences, self-directed and self-designed learning projects, comfortable
environments, control over the learning, feedback and acknowledgment.
The adult learner is motivated by learning experiences that assist in coping with
life-changing events, and an increase in self-esteem and pleasure.
The adult learner brings prior experiences and knowledge, a unique
developmental capacity for learning as well as a specific learning style, and different
life stages and sets of values.
The adult learner does not like group learning experiences led by a professional,
long lectures or periods of prolonged sitting, isolation, learning that is on a
superficial level. Some adult learners do not like learning to switch to new materials.

Module 3

1. What was the most useful, meaningful, and/or relevant information you came
across in Chapter 3?

The information that was most useful or relevant in Chapter 3 was the section titled,
Remote Professional Development via Online Video Broadcast. As I read this section,
I retained information that will be helpful for our group webinar project. For
example, it is important to have a facilitator manage the interactions, make sure the
instructions and goals are clear, and give specific feedback to participants
throughout the webinar. Additionally, the participants should have many
opportunities to share ideas and interact with other members throughout the
session.

2. Describe a negative experience you have had with a professional development


session. In what way(s) does your experience exemplify one or more of Lieberman's
(1988) list of ten reasons why professional development fails?
I cannot necessarily think of an isolated session that was negative, but I can speak in
general about ineffective professional developments in my teaching career. I think
most teachers at my school have difficulty accepting new change when the context is
not relevant or clear. This would apply to #5 of Lieberman’s ten reasons. Our
administration chooses topics for professional developments based on district-wide
initiatives and progress plans, rather than focusing on the needs of our teachers
directly. Often, these topics do not necessarily relate to the work that most of us are
doing on a daily basis. Similar to what we learned in Module 2, it is important to
focus on relatable content to transition to a change.

3. Reach out to a few members of your Professional Learning Network (PLN) either via
a Tweet or email, or using another form of social media. Informally inquire about
their preferences or experiences regarding professional development/learning at their
school/place of business. How do their responses connect to what you are currently
learning in this course?

Several of the teachers who I spoke with mostly discussed the issue of time and
workload in regards to new initiatives and professional developments. Although this
hasn’t been a huge area of discussion in previous modules, it seems to be a recurring
theme at my school. I think because BCPS has made such huge changes in the past 4-
5 years, many teachers are exhausted and have reached their limit. When my school
plans new professional developments about recent initiatives, many teachers
immediately feel overwhelmed and uninterested. I think a solution for this would be
to focus on the needs of our teachers and the context of the content. Choosing topics
that would address the specific situation I described, along with solutions and
coping strategies would help motivate teachers.

4. Which of the ten strategies for "finding time" on pp. 64-67 do you already
do? Which might you like to try?

 Use common time – my STAT teacher chooses one day a week to be available
during all planning times to hold meetings and sessions catered to specific
teacher needs. I have chosen to visit her at my planning time to learn more
about things such as the new LMS our district is transitioning to.
 Use time differently – all Mondays at my school are allotted for faculty
meetings, however, my administration has chosen 2 Mondays per month to
be designated for personal professional development and choice PDs.
 Schedule release time – Our teams receive one planning day per quarter,
providing a full day’s worth of time for small group professional
development and updates.

I would like to try “free up time”. At my school, we have an abundance of parent


volunteers eager to help teachers. Utilizing these resources would allow more time
during the school day to host tailored professional developments.

5. What helps build teacher buy-in for professional learning?


To answer this question, I would look at the seven critical qualities of professional
development in Chapter 3, Box 3.2. Offering professional learning that is
implemented over time and occurs at the work site is important for teachers and
their time management. I think the most important qualities are involving ALL
participants and being relevant and relatable to all. Finding integrated PDs is helpful
as well, allowing choice and variety for completing the work. Finally, focusing on a
goal or need that is specifically related to the participants, supported with data, is
motivating for teachers.

6. Of the seven standards for professional learning, which one does your school do well
when it comes to professional development sessions? How might you leverage this for
your internship?

I would say that my school has strong leadership, focusing on Standard 2. There are
many technology leaders at my school, since becoming a pilot school for the digital
conversion four years ago. I took advantage of this during my internship last year,
utilizing the people who have strong skillsets and knowledge to be a source of
support. For example, my STAT teacher helped me plan a PD on a digital tool that I
was not as familiar with, ClassFlow. She also became a support resource for
participating teachers when they were utilizing the tool in their classrooms.

Module 4

1. What was the most useful, meaningful, and/or relevant information you came
across in Chapter 4? What idea(s) from McNeff's article about quality vs. quantity
might you apply to your internship?

In Chapter 4, I found the information about flowcharts and mapping to be most


useful. This is information I wish I had been introduced to before starting my
internship last fall. I had never considered planning a professional development
with a chart or organizer. The flow of ideas and the attention to detail makes sense,
along with the focus on one broad topic rather than multiple smaller topics. I also
like the that book gives blank templates of each chart and map to use, which also
would have been helpful with my internship.

Speaking about my internship last year, I can relate to the freedom and
accountability section of McNeff’s article. McNeff suggests giving teachers autonomy
and time to research, observe and reflect. I made sure to incorporate this into my
PDs, allowing teachers to explore tools on their own, observe ideas from other
teachers, then apply it in their own classroom. As far as accountability, teachers
were asked to reflect on their application and respond to follow up questions.

2. Why does the role of professional learning designer require expertise in both the art
and science of planning, preparing, and providing professional development?
Each task of planning, preparing, and providing includes it’s own unique aspects to
developing a well-rounded professional development. The text states, “To
orchestrate a training session requires the skill of the master puppeteer, pulling
numerous strings at just the right moment for the desired effect.” All three roles are
essential for a strong result, but also act off each other and work together. The
science and art of each requires creativity and logistics.

3. Share the pros and cons of using graphic organizers, fishbone analysis templates,
flowcharts or other planning templates as a way to organize your thinking in the
planning process.

Pros –
 More elaborated than a brainstorm list, more detail
 More structure and flow of ideas
 Closer examination of a topic
 Less is more – allows for dissection of many ideas
Cons –
 Difficult to do, considering all details
 Time consuming

4. Describe the professional learning experience of your dreams. What would you
learn? How? Where? With whom? Which of the "creature comforts" might be
included?

Personally, I am more of an impulsive learner. When hearing about a new topic, I


immediately begin brainstorming ways to utilize the information and connect it to
my teaching. I also like to explore and research a topic on my own first. Because of
this learning style, I would rather be quickly introduced to a topic, then have time to
independently learn about it on my own. In an ideal PD for me, the session would
either be in a comfortable, adult appropriate room or online. I would be working
with other teachers similar to my grade level and subject area. As far as “creature
comforts”, environment and food are definitely important factors. Being comfortable
while working is ideal. Food is a great incentive, especially depending on the time of
day the session is held. The creature comfort I do not prefer is “manners”. I do not
prefer PDs that require a lot of movement and energy, I would rather work in one
area.

5. Brainstorm a list of 10-12 possible professional learning topics that you feel would
be useful to implement at your school (not for your webinar for this class though
potentially for your internship). These topics may or may not be related to
technology. This is just a brainstorming activity. No analysis or explanation
needed. Think about what you and your colleagues might want/need to learn about.

 How to plan effectively with teammates


 Making the most out of small group instruction
 OneNote
 Communicating with parents
 Building connections with students
 Using technology in small group
 Backmapping
 Building positive climate
 Digital collaboration in primary grades
 Student blogging

6. Create a list of 8-10 facts about professional development that you want to
remember for the future so that YOU will be able to design an effective session when
the time comes.

1. Provide food – but be aware of the type of food you are providing and how it
will affect the performance and energy of participants.
2. Take time to create a comfortable and appropriate environment for adults.
3. Focus on one topic rather than introducing many.
4. Allow for communication and collaboration, but include self-directed
activities as well.
5. Find ways to connect the learning to personal experiences and teaching.
6. Allow plenty of time for exploration and application.
7. Provide feedback and recognition.
8. Set the goal or purpose at the beginning, making it clear.

Module 5

1. What was the most useful, meaningful, and/or relevant information you came
across in Chapter 5?

I found the information about effective closure activities to be helpful. Personally, I


often forget to include a formal closure in my presentations. I need to remember
that a closing can allow for reflection and clarify any confusion. I like that the book
provides examples of activities you can use for a good closing. I will try to remember
to refer back to these at my next PD.

2. How can a presenter deliver a successful message?

To answer this question, I referred back to the section of the chapter titled “Three
Essential Elements”. The text states, “Staff developer responsibilities for the
presenter involve the same three essential responsibilities: capture the attention of
the audience, keep them attentive, captivated and interested, and close the session
with a recap of important points.” I think these elements are crucial for a successful
message, but I also believe that a presenter must have a strong knowledge and
understanding of the message before delivering it to participants. Being
knowledgeable makes you an expert and qualifies you to teach others about the
topic.
3. Share what it means to "read the audience" by citing an example from your own
classroom or other professional or personal experiences.

While reading an audience can often take place in the introduction of a presentation,
I also believe it can happen before a session even takes place. In my internship, I
often sent participants surveys or questions that provided me with an
understanding of their background knowledge, skillset, and needs. This allowed me
to assess the needs of the learners and provide information that is tailored to those
needs.

4. Which of the 8 tactics for gaining and holding learner attention do you think is most
significant and why?

From personal experience, I think the stories and visuals tactics are significant in
holding learner attention. I make an effort to include tons of visuals in my
presentations – videos, photos, screenshots, etc. This provides learners with
authentic representations of examples. From feedback, I’ve learned that these
visuals are extremely helpful. Stories allow learners to connect with a topic and
relate in some way. I often include stories of how I’ve utilized the topic in my own
teaching so others can relate.

5. Use a 1-5 scale (1=lowest and 5=highest) to rank your ability to do the following
while presenting:

Stay on task and follow the agenda - 4


Present the big picture - 4
Vary the pace - 4
Connect ideas - 5
Be flexible with the circumstances - 5
Foster reflection - 3
Encourage questions and interaction - 3
Check for understanding – 4

Encourage questions and interaction – I can have participants stand, move around,
raise their hands, or respond to a partner to encourage interaction. I can make an
effort to take breaks for questions, whether for me or for each other, to promote
understanding and reflection.

Module 6

1. What was the most useful, meaningful, and/or relevant information you came
across in Chapter 6 and the 2 videos that you watched?

I found the video on the cognitive process to be useful and interesting. The
information I learned from the video helps me not only as a teacher of young
children, but also as a PD leader with adults as well. It is interesting to learn about
the learning and retaining process of the brain.

In Chapter 6, I found the information on interpreting behaviors and learning to be


most useful. I found this beneficial for working not only with adults, but with
children as well. As a teacher and a PD presenter, I facilitate many group activities.
During this time, I often just observe and process the conversations to plan for
further instruction. The book provides a lot more creative and unique strategies to
interpret conversation and behavior that allow me and the participants (or
students) to reflect on a deeper level.

2. What are some of the ways you might invite participants to join in the learning of
your webinar? (Note that I'm not asking about the invitation, but rather referring to
the facilitator's ability to get everyone involved and included from the beginning).

The book gave a lot of great ideas for inviting participants to engage and involved in
learning, both formally and informally. I like the idea of working with a new partner,
possibly someone you have never met before. This encourages networking and
broadens the opportunities for stronger collaboration. The book also suggests a
more formal approach by creating groups strategically with assigned roles. I think
this idea often works better for students than adults, but is a possibility for
interaction and involvement as well.

3. The second element of facilitation addresses intensely involving the participants so


they become engaged. Strategies to do this include rhetorical questions, woven
questions, human graph, people search, turn to your partner activities,
think/pair/share or discussing in dyads, trios, or quads. Which of these strategies
appeals most to you as an adult learner and why?

The two strategies that appeal most to my personal learning style are rhetorical
questions and texting buddies. I am the type of learner who likes to individually
reflect and absorb information before sharing ideas with others. I also would rather
share in writing than verbal interaction, as I can process my thoughts more
carefully. Rhetorical questions allow me to consider an answer and reflect without
verbally sharing an idea. Texting buddies would also encourage reflection, and also
allow time to absorb others’ ideas as well.

4. "How participants feel about certain activities and how they respond to various
activities spells success or failure in terms of transfer to their classroom. If they like
what occurred, they may be tempted to try it with their students; on the other hand, if
they feel that they were not very successful with the experience, they may be inclined to
omit it from their action plan." Do you believe this? What professional learning
experience(s) have you had that inform your beliefs about this?

I do agree with this statement. I think this is where the role of instructor being a
source of support is extremely important. If a participant feels unsuccessful, it is up
to the instructor or presenter to help. I have attended many PD sessions that
introduce new, innovative tools for teaching. Many “seasoned” teachers who are
older have difficulty navigating the tools and learning the basic features. These
teachers often fail to ever use the tools with students, since they never successfully
mastered the content on their own. As the instructor, you should have a strong
understanding of the capabilities and skillset of your participants so you can cater to
their needs and provide tailored support so that they can be successful.

5. In your own classroom, what is one way you encourage learners to interpret or
reflect on their learning? Will this strategy be applicable to adult learners in a
professional learning setting? Explain.

With my third graders, I often ask them to respond to a journal question that reflects
on recent learning. This journal is often in the form of a blog entry on SeeSaw, so
that other students can read their post and respond. I might ask students to share
the big information that stuck with them, or further questions they have about the
topic. This way, they can reflect on their personal learning, then learn from others
by reading their classmates’ posts. I think this strategy has potential to be applicable
in a professional learning setting. In one of my online PDs for my internship, the
final reflection was in the form of a journal post online. The participants shared
their thoughts on the topic, and then responded to others as well. Through the posts
and conversations, many teachers were able to clarify any confusion for each other
and also share creative ideas as well.

Module 7

1. What was the most meaningful, useful, and/or relevant information you came
across in the readings for this module?

The most useful information I read in today’s texts was from the article titled
Finding Your Voice. This article provided useful ideas for facilitating productive
conversations in PDs. I found this to be beneficial because facilitating conversation
has been a difficulty for me when presenting. I often find myself providing the
instruction without opportunities for conversation. This article provided concrete
examples of how to easily promote conversation and become a stronger facilitator.
For example, I can develop a sense of knowing when to speak by considering timing,
stakes, and next steps. This takes deliberate processing and planning when being in
a conversation, and is something that takes time and practice to develop.

2. Trust is the key to a coaching relationship. How might you develop rapport and
trust with those you coach?

I think building trust between coaching teammates begins with conversation.


Having an authentic, deep conversation about philosophies, similarities and
differences, and goals allows teammates to form a vision that is in sync, as well as
have a strong understanding of each other’s standpoints. After conversation,
informal interactions strengthen the relationship. This allows the teammates to get
to know each other better and creates a comfortable rapport.

3. Of the 4 collegial conversation mediums identified in the text (face to face, journals,
electronic exchanges, team time), which do you prefer and why?

I am most comfortable with electronic exchanges when communicating. Have a


conversation over a digital platform allows me to reflect and process information
before responding. As the text states, “Journaling with technology is an effective
professional strategy because it achieves the goal of getting the teacher to step back
and think about what has occurred.” Specifically, I like the idea of an E-Reflective
Portfolio. As someone who is fond of reflection, I think a portfolio of artifacts and
ideas is useful and helpful.

4. Of the 7 transfer strategies, which one do you think is most difficult to implement
and why?

Although one of the most important strategies, I believe that setting expectations
can be difficult to implement. Many teachers attend professional developments with
no plans to transfer the knowledge, or no accountability to transfer. This has
become a norm in PD sessions. I believe setting expectations can be difficult because
many teachers do not want to be held accountable for utilizing new information
right away. Additionally, participants may be at different levels of capability and
may feel overwhelmed at having expectations for transfer. However, I think the
book provides two easy and seamless ideas for setting expectations. A take-away
window can be a simple place to start for this strategy, and might not cause a sense
of overwhelming stress for participants.

5. Of the 7 transfer strategies, which one do you think is easiest (or easier) to
implement and why?

Personally, I believe modeling with authentic artifacts is easiest to implement. For


me, in the past, I have mostly presented on topics that I personally utilize in my own
classroom. This way, I can share my experience, along with successes and
challenges, with teachers. Collecting artifacts to share has been easy to do. When
planning a PD, I will take time to capture both student and teacher artifacts that I
believe could potentially be helpful resources during a PD. This way, when putting
together my final presentation, I have a collection of artifacts to choose from that
make great visuals and models for participants.

6. Professional Learning Networks (PLNs) are defined as a system of interpersonal


connections, relationships, and resources that support learning (Trust, 2012). How
does being part of a Professional Learning Network improve your professional
learning?
Being a part of a PLN allows for more communication, sharing and connecting. PLN’s
allow for such a wide variety of professionals to communicate in a way that is
accessible and easy. I can connect with teachers from different parts of the country,
or the world, who may have insight that I hadn’t previously considered. For
example, if I choose to present a PD on student engagement, I can quickly connect
with teachers from all over to get ideas and share experiences that will give me a
more broad perspective for presenting. In addition to sharing information, my PLN
also allows me to participate in professional learning opportunities that may not be
offered at my school or in my district. For example, I have attended several webinars
that I’ve discovered through Twitter, all of which took place in a different state, that
focus on new topics that were not being offered in Baltimore County.

7. What content from any of the 4 articles in The Leading Teacher (Finding Your Voice,
A Road Not Always Taken, Differentiated Coaching or The Polarity Map) connects to
the main ideas in your text? What can you learn from it? Be specific.

The information in the article The Polarity Map connects with our text because it
offers an engaging, interactive activity to promote collaboration between
participants in a group setting. The map itself is a tool, similar to many tools offered
in our text, which organizes ideas and creates a clear product focused on a specific
topic. The information in this article, along with several sections of our text,
provides concrete examples and strategies to lead successful communication and
interaction during a PD. From this article, and from the text, I can learn specific,
detailed action plans that will promote deeper understanding for participants
during a PD. For example, I will now consider using a Polarity Map to engage groups
in discussing a topic or dilemma. Similarly, from the text, I will also consider using
strategies such as a T-chart or human graph to engage participants and promote
collaboration.

In the article A Road Not Always Taken, the author outlines essential actions to
create a successful professional learning experience. These actions align with the
suggestions in our text as well. The article suggests strong planning and
engagement, set clear expectations, and facilitate engaging dialogue. These
suggestions were also mentioned and encouraged in our text.

Module 8

1. What was the most useful, meaningful, and/or relevant information you came
across in Chapter 8? How about from the 2 additional articles that you read?

In Chapter 8, I found the information on peer coaching to be new and meaningful to


me. Peer coaching is something that I had not previously considered, but seems to
be something that can create authentic, meaningful learning and experiences.
Specifically, I found the steps to developing peer-coaching partners to be useful.
These steps outline a clear plan and make it easy to understand.
I follow Edutopia and often read their articles, so I was not surprised that I enjoyed
reading “10 Tips for Delivering Awesome Professional Development”. I like the
format of the article and how the content was basic and to-the-point. The tips that
registered most with me were “not to much”, “build on existing expertise”, and “ask
for feedback”. Considering all 10 of these tips will allow me to create a well-
rounded, effective professional learning experience.

2. Why do you think including theory when leading professional learning sessions is
important?

According to the text, “Attention to theory provides the rationale that is basic to the
change process.” Understanding the theory behind the process is important to
explain the science behind the change. I think it is important for trainers and
presenters to be aware of the theory in order to make connections throughout the
process. For example, knowing how and why each stage of the process affects
learners provides a base for progress. This includes being exposed to the research
that supports the theory as well. I also believe that the theory connects with the
pedagogy, which develops effective professional development.

3. Hypothesize why the likelihood of authentic implementation of the skills and


concepts (the genuine transfer) increases to 95% with coaching in place?

I think having coaching in place provides support during implementation. Having a


source of assistance during this stage can help foster success and confidence with
participants. This gives them opportunities to ask questions and have concerns
addressed.

4. Have you attended a professional learning session that included a demonstration


component? Describe it and comment on the effectiveness. If you haven't, describe why
a demonstration is so important to adult learners.

I have attended several professional development sessions that incorporate


demonstration through video. For example, I attended a PD session on guided
reading strategies. For each component or strategy, a video was provided that
modeled the action. The video was taken in a real classroom with live, guided
reading instruction. For me, visuals such as photos and videos allow me to create a
deeper understanding of a topic. I often consider this when planning my own PDs as
well, trying to include modeling and demonstrating through videos as much as
possible.

5. In what ways might you offer practice to the participants of your internship?

In my internship last year, I offered time following the sessions for participants to
practice and apply a new skill. Since my PDs were offered online, participants were
able to pace the work on their own and integrate the information independently.
Some of the PDs required implementation of a topic, then reflection following.
During the practice period, which could be a couple weeks, I made sure to be
available for support and assistance. In some cases, I would meet one-on-one with a
participant to practice before implementing with students.

6. Knowing that coaching is the key to improving, what are some specific ways you will
provide job-embedded, ongoing, specific coaching to participants of your internship?

Although my internship is over, as I continue to be involved in future PDs, there are


several ways I’d like to improve my coaching. First, I’d like to enhance the
demonstration offered to participants. To provide more authentic modeling that
goes past the idea of a video, I can invite participants into my classroom to observe
the skill in action. I can also invite teachers to observe my students utilizing the
skills we discuss. Also, I’d like to infuse more collaboration into sessions. As the
Hunzicker article states, “Professional development is active when teachers engage
physically, cognitively and emotionally through activities such as problem solving,
discussion, simulations, role-play and application. It becomes interactive when
teachers share problems, viewpoints and ideas, working together toward solutions.”
I think I should focus more on encouraging interaction and less on being the “sage
on the stage”. Finally, I will continue to encourage reflection following a PD,
especially during the practice stage. This will keep the learning ongoing.

Module 9

1. Who is someone who has influenced you in your professional life? Tell me about
them.

Our school’s STAT teacher is someone who has influenced me professionally. She is
hardworking, innovative, and positive. I have watched this person progress from
classroom teacher to school leader and professional development master
throughout the past five years. She is a role model for me in terms of designing and
facilitating meaningful professional development for our staff. She is authentic and
approachable while also being supportive and knowledgeable. As someone who is
taking small steps to progress in the professional development field, our STAT
teacher is someone I look up to in a professional way.

2. Who is someone you have influenced in your professional life? Tell me about it.

I would say I had a slight influence on a coworker who recently began hosting
professional development sessions. Over the past four years, I have become
involved in PDs throughout BCPS, presenting at conferences and institutes. This
coworker decided to take the opportunity to present this past year at several
sessions. She came to me frequently for insight, ideas and feedback according to my
past in professional development. I was able to share my experiences with her and
give her advice for her presentations.
3. Professional learning means giving back to the profession. Share one idea that you
champion that could be the focus of an article you might write, a presentation you
might make at a conference, or a webinar you might lead (other than the one you are
about to lead).

One idea I have for a PD or article topic would be blended learning through rotation
teaching. This is a teaching method I have been utilizing throughout the past two
years. I’ve learned a lot about blended learning in the program at Loyola, and have
implemented this style of teaching with my students. This is also a great way to
integrate technology in a meaningful way.

4. What are 3 suggestions from Joyce & Calhoun's article "What Are We Learning
about How We Learn?" that you will take into consideration when thinking about
leading teacher training?

The first suggestion I will consider from the article states, “Every few weeks,
teachers participated in meetings that included more demonstrations, discussions,
and preparation of lessons. The providers dropped in every couple of weeks to
discuss progress and offer help.” In the future, I will be sure to continue the learning
and make the experience ongoing by checking in and having consecutive meetings
that address concerns and provide further modeling. The next suggestion says, “So
we added to the design a monthly follow-up workshop and asked participants to get
together on a weekly basis to discuss how to make the curricular or instructional
model work.” This is a way to check in and follow up with participants on the
implementation. I also like the suggestion of allowing teachers to work together to
plan lessons for each other, creating an environment of collaboration and
interaction. The final suggestion I will consider states, “We suggest that those
planning professional development ask participants what they need to learn certain
things.” I can do this by conducting a survey or questionnaire prior to planning a PD,
to be certain I am addressing specific needs of the participants.

5. Of the 4 themes identified in Matherson & Windle's article "What Do Teachers Want
from Their Professional Development?" which one or two speak most to you? Why?

I relate most to the theme that states, “Teachers want professional development
learning opportunities that show them a more practical way to deliver content.” I
prefer PDs that focus on a topic or skill I can utilize immediately and has direct
correlation to my work at that time. Furthermore, I like topics that make my work
more practical, impactful and easy.

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