Connecting and Communicating 

Professional Learning has been a part of the field of education for many centuries. However, while approaches to student learning and achievement have rapidly evolved, approaches to professional development and professional learning remained relatively unchanged. Recent studies on Professional Learning have a need for significant change. In order for this change to occur, all stakeholders in an organization must work together to approach professional learning in new and exciting ways. My call to action video invites my administrators and stakeholders to this significant change.

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In order to prepare for the shift in Professional Development that was needed to ensure my Innovation plan would be successful, I developed an outline. This outline would be my guide as I attempted to create professional development for teachers that was significant, on-going, and supportive of each teacher’s unique role. 

In planning for the PL, I needed to go back and review my “Big, Hairy, Audacious Goal”  in the Fink's 3 column table I created for my Innovation Plan at San Jacinto Elementary. I wanted to make sure that my professional learning plan connected directly to the learning goal for our school in providing skills to implement a Blended Learning environment in every classroom.

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As I finalized 5389 course, it's crucial to recognize that, just as we don't expect our students to master a new concept by merely exposing them to information and providing a handout, the same approach falls short in professional learning. To effect change and growth among educators, we need to restructure professional learning, aligning it with the following five key principles:

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• Sustained Duration: Professional development must be ongoing and significant, providing teachers with ample time to learn new strategies and work through the challenges of implementation.

• Support throughout Implementation: Teachers need support tailored to address the specific challenges they face when changing their classroom practices.

• Active Engagement: Rather than passive exposure, professional development should actively engage teachers through diverse approaches, allowing them to participate actively in comprehending and applying new practices.

• Modeling: The use of effective modeling can significantly aid in introducing new concepts and helping teachers understand and embrace new practices.

• Content Relevance: The content delivered to teachers should be discipline-specific (for middle and high school teachers) or grade-level appropriate (for elementary school teachers), ensuring its practicality and relevance to their teaching contexts.

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By centering professional learning on these principles, we can make it more meaningful, promoting the growth of educators and, in turn, fostering positive outcomes for our students.

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                                                                                                             References: 

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Gulamhussein, A. (2013, September). Teaching the teachers effective professional development in an era of high stakes accountability. Center for Public Education. Retrieved October 20, 2023, from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf