A need for urgent change
Lately I have been thinking about how professional development is arranged and what we learn compared to how much time we spend on it. In January I hosted a workshop with George Couros, and in December I participated in day 1 of the professional development initiative from our own county. The latter involves all department heads and principals in more than 34 schools and is a 9 days workshop during a period of 1.5 years. George points to 3 things we should stop doing in professional development: creating a detailed agenda, scheduling back-to-back-to-back-learning and thinking that “collaboration” with others is the only way to learn. I agree with him all all 3 points. Point 3 he explains this way ” Why do we not create a time for people to sit and reflect. Not necessarily create something, but actually write a reflection. I have been doing this in workshops for awhile, and to be honest, a lot of educators seem to feel uncomfortable with that process, yet feel fine writing notes of everything a presenter says. How much do we learn when we “copy and paste” our learning like that. My belief is that until we get a chance to process and make connections, we don’t really learn that much. In one ear and out the other.”
Differentiation for students, staff and leaders
The topic for the workshop is; how to be a pedagogical leader of you teachers with emphasis on classroom walkthroughs. Classroom walkthroughs are brief, focused observations of teachers that provide data for follow up conversations related to teaching and learning (Kachur et al., 2009). The characteristics of an effective classroom walkthrough model include:
- focused on “look-fors” that emphasize improvement in teaching and learning;
- an opportunity to give feedback to teachers for reflection on their practice;
- having the improvement of student achievement as its ultimate goal. (Kachur et al., 2009, p. 3)
Target group: principals, assistant principals and department heads. Since we are being trained on how to lead what goes on in the classroom it is easy to agree that we need to know what actually goes on in the classroom. We need to know if the students are learning, if they are engaged and I would like to add; that we are preparing them for the future. That part is mostly ignored when talking about professional development for school leaders. I think what we are learning could apply to any school 20 years ago. It is as if nothing has changed in our schools. I think students sitting in rows listening to teachers, taking notes meets the new standards in my county that we have to implement in our schools.