Meeting the challenges of teacher professional learning

As someone who has designed and delivered quite a few teacher professional learning (TPL), I have often reflected on the criteria and conditions of professional learning that will enable teachers to change their practice in a sustained way so that it becomes habit that makes an impact on student learning.

TPL sketchnote

Sources:
What is effective teacher professional development?
Designing effective teacher professional learning for improved student outcomes – research findings from NSW schools
Characteristics of Effective Professional Development: A Checklist

TPL is hard to design and deliver. Teachers can be a challenging audience. And change is hard. TPL is also a large investment, both in monetary terms and time. There’s the cost of the professional learning, travel, accommodation, teacher relief and then there’s the time factor. Teachers are away from their classes, they have to plan relief work and then follow up on these missed classes. Taking all this into consideration, TPL presenters and participants all want professional learning to make an impact on student learning. But how many times have we walked away from TPL, get a few good ideas, never implement them and continue with business as usual?

I have previously blogged about what I personally find to be effective TPL. For me it is essential that the TPL matches the strategy that it is trying to promote (please don’t tell me about active learning by making me sit down the whole day and listen to a series of lectures) and that there is follow-up. It is easy (and inspiring) to do one-hit-wonder TPL but what is being done after that to support teachers in the change process? Teacher professional learning is a process, not an event.

Recently I had the opportunity to design and implement sustained TPL for project based learning with schools that are part of the Connected Communities strategy. Many TPL for project based learning goes for 1 to 2 days where teachers learn the 101 of project based learning and produce a draft project plan for implementation. Then teachers are left to their own devices. There is rarely follow up for teachers to seek advice or receive feedback.

For the Connected Communities TPL on project based learning, we did a two-day, face-to-face conference, where teachers spent two days learning some PBL 101. But we didn’t leave it at that. This is what we are doing to make sure the project based learning PBL has impact on student learning and support teachers in changing their practice:

  • Learning about project based learning through project based learning so teachers experience the pedagogy themselves as learners
  • Teachers left the conference with a project based learning plan they can implement in the following term
  • Teachers are allocated half a term to refine their project based learning plan
  • An online professional learning community established so that teachers can further connect and support each other
  • Ongoing TPL that focus on other enabling conditions of project based learning (formative assessment, student collaboration, teacher questioning and collecting evidence to evaluate the impact of project based learning) – Teachers will access 5 online TPL modules where each module will have a live online meeting via Adobe Connect so that teachers can share their experiences while implementing project based learning and seek advice, feedback and support from each other and course instructors.

The online TPL will run through April to July 2017. I’m looking forward seeing the impact of this type of TPL where teacher learning is seen as a process and not an event.

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