PD or PL that is the question?

Is there a fundamental difference between professional development and professional learning? We often define professional development as a one-off activity that takes place outside of classrooms.

The appearance of professional development is shifting. No longer is effective PD going to a course and listening to a speaker. The 21^st century learner (the teacher in this case) demands more. At present we have in many cases we have a remnant of the 20th century when perfecting routines and tasks (productivity) were more important than collaboration and innovation (creativity).

I believe that tooling teachers does not necessarily transform teachers. Effective teachers are life-long learners. Ministry documents emphasize this time and again. Our goal this year is addressing this. I have written here about a desire to create Professional Learning Network in schools. This is a desire for creating a better teaching and learning environment. This point was made in my professional reading by Fullen last week.

“Leaders who are most effective in their own organizations and beyond are

those who can connect to the bigger picture.”

In moving from professional development to professional learning, teachers will inevitably take greater responsibility for their own and their students’ learning. School leaders take greater responsibility for teacher-learning and systems provide the necessary support and condition to enable this to happen systematically.

Evaluating performance, seeking feedback and asking questions of students and colleagues happens on the job – as part of the process of improving teaching. This itself is professional development.

The final point for me is that professional learning demands reflection. How well we reflect on our learning is a crucial question which influences how we move forward?

 

Professional Reading:

Fullen – 8 Forces for Leaders of Change

“This is an extremely useful reading, and links in very well to developments within New Zealand regarding leading change in schools. It would be helpful to use at the beginning of a change phase within a school, and to share with staff so that they come to understand the various stages in the process of implementing change in a school.”

I highly recommend this.

Professional Reading

Quality relationships have long been the defining feature of good schools. When we talk about a teacher’s contribution to student learning outcomes, it is understood in the context of the teacher’s ability to relate to each student. This year we have focused in our annual plan on relationships. These quality relationships lead to trust which leads to deeper thinking conversations.

Have you ever wondered how long it takes to change a student’s life – to move them from being disengaged to challenged? It’s an idea Canadian Professor Ben Levin examines in his 2008 article ’20 minutes to change a life?’

Based on studies and discussions, Levin concluded that in many cases a 20-30 minute per day conversation can have a positive impact. Be it with a struggling student over a period of time or a middle manager that needs support.

It’s a concept worth considering when discussing ways to improve school culture