5 Tips for Planning Professional Learning
5 Tips for Planning Professional Learning
Increase staff morale, collaboration, well-being and effective instruction while decreasing attrition, stress levels and dissatisfaction.
Professional learning is a necessary, but oftentimes clunky, part of educators yearly rhythms. How can school administrators lead effective, collaborative professional learning that increases staff morale?
Recent NEA research shows that a staggering 55% of surveyed educators are planning to leave the profession early. With this in mind, it feels more important than ever to create intentional spaces for professional development.
Here are five tips to keep in mind when planning collaborative opportunities and learning events for your school faculty:
Collaboration is Key
As an administrator, the weight of the world does not all have to be on your shoulders! Plan professional learning sessions that are built around staff collaboration and provide clear ways for teachers to support one another. Peer support among teachers is vital to reducing stress and attrition. If possible, task influential teachers and instructional coaches with leading discussions, modeling learned skills, and intentionally following up with peers to offer support.
One of the easiest ways to increase collaboration during “set and get” style Professional development sessions is to add small group discussion time throughout the session or afterward. Another way to increase collaboration and create genuine connections amongst faculty is opening staff meetings with discussion questions relating to the most recently attended professional learning session.
Define Outcomes with Data
Data does not have to be a dirty word! And don’t forget the power of qualitative data, either. From teacher surveys to reviewing district and school-wide priorities based on student assessments, use data to help you see the 20,000-foot view of the learning goals and outcomes you’re seeking. If you’re a Friendzy school, don’t miss out on included pre and post-student assessment included with your program. If you haven’t said yes to the full Friendzy program yet but are looking for data to jumpstart your professional learning planning, try selecting one of our Social and Emotional Learning exit tickets for all students to fill out. Have teachers come together with their recorded student responses and work together to compare and contrast answers across grade levels, assess what outcomes are desired based on the student feedback, and what training/resources would be required.
Tools, not Just Talk
If your teachers are not going back to the classroom with tools that align with instructional priorities and can be put into use immediately, it is not the right PD. Ensure the strategies and tools provided are clear and that there is a plan to revisit them often. Identify a teacher who has championed the learned content and create modeling opportunities as a follow-up. And don’t be afraid to ask for feedback! A good rule of thumb is to give a “Try By” date for any new teaching tools and then follow up directly after that date. In addition, plan follow-up check-ins 30, 60, and 90 days after the professional learning session.
Unification and differentiation both matter
Ensure your Professional learning includes both unified language that builds collaboration amongst the whole school AND clear differentiation strategies that empower teachers to bring their grade level and content area expertise and personality into the mix. If learned content is very unified across grades, create time and empower teachers to discuss developmentally appropriate differentiation strategies. For learned skills or content that is very distinctly differentiated, empower educators to discuss action steps for creating unification opportunities.
It’s a Marathon, not a Sprint!
Professional learning is never one-and-done. Good work and new skills take time to set in. Trial and error is normal! Work with your Professional development provider to build a sustainable and extended plan that incorporates data, feedback, and consistent instructional support.
