As I come to the end of my third year as an Instructional Coach, I realize each and every day that there is so much to learn not only about the content of professional development but how to “hook” teachers into attending professional development.
Face it, we have all been there when we have attended professional development that we feel like is being done TO us instead of FOR us. Time and resources are precious, so as literacy leaders in your building or district, you are charged with the task of creating and delivering relevant professional learning opportunities.
What I loved about Jennifer Allen’s chapter titled “Study Groups: Developing Voluntary Professional Development” is that she spoke candidly about how teachers often are “thirsty” for professional development, and what they receive isn’t quenching their thirst with the perfect drink. Providing professional development should be about meeting the needs of your audience – whether it is a school faculty, a grade level team, or an individual. Professional development should be about learning, which takes instruction to the next level and leads to gains in student achievement.
However, professional development has to be more than this. It is the literacy leader’s job to create an environment where support is given, communication is open and honest, and teachers feel safe to try new practices. Teachers have plenty to “do” already. Professional development shouldn’t be just one more item on the “To Do” list to be checked off and move on; it should spur us on to be better at what we do! I have loved this entire book and have written so many notes in the margins that I have an additional notebook titled “Ideas for 2017-18”.
This book has challenged me to become a better instructional coach and literacy leader for the teachers I serve. Chapter 4 hit a chord with me, especially when Jen said:
Our goal is not to ‘become’ the teachers who we are exploring but to gain insights from their best practices in literacy.
She hits the nail on the head. This is the drink to quench us all, and it’s the opportunity to individualize the learning for all involved. She outlines perfectly what our role as literacy leaders is in study groups, how to pinpoint a focus our resources, planning, and scheduling, and establish a predictable routine. Jen outlines a possible agenda for professional development offerings:
• Video Clip
• Reading Excerpt
• Putting Ideas into Practice
• Follow-Up Between Sessions
Perhaps my favorite portion of the chapter was the section titled “What’s Not On a Study-Group Agenda”. Jen addresses the essential but unwritten components of environment and appreciation. Carving out time to create both a personal and professional side to the study group will allow teachers to feel appreciated and valued. Most people would be willing to work much harder for a group, team, or organization if they know that they are cared for as a person and a professional.
We can never underestimate the importance of providing some great snacks too! “It is collegiality, collaboration, and safe learning environment that make study groups work as a viable form of in-house professional development”. This book has challenged me to take my coaching to the next level, to take what this book has taught me and lift my skills to become a more effective literacy leader and for that, I will forever be grateful of this study.