Connecting & communicating your ideas

Every successful project begins with a robust framework and a solid foundation. Likewise, to ensure our educators' success, we must establish professional learning sessions with a strong base.

Early in our professional learning course, we shared how our districts approach professional development. It was clear that many participants were unhappy with the methods used in their organizations. I had the opportunity to develop an alternative professional learning (PL) course that will serve as a model for educators implementing my innovation proposal.

My goal is to launch my blended learning rotational model in January 2025, tailored specifically for our 4th-grade teachers.  Crafting this plan has deepened my appreciation for professional learning and its essential role in continuous development. It has provided me with new perspectives on what Professional Learning (PL) should entail. It should support educators not only at the beginning but also throughout the implementation phase as they learn new teaching methods and skills. An exceptional curriculum requires equally exceptional professional learning.

Despite the millions invested in professional development each year, studies show it does not change teacher practices or improve student learning (Gulamhussein, 2013). Upon examining the research, we must consider: How can we effectively educate our educators? Is the district ready and willing to alter our current professional development meetings to truly inspire our teachers? How can we expect our teachers to change their classroom practices if we are not prepared to transform our PD sessions into professional learning sessions? The transition from professional development to professional learning reflects the COVA model's principles. Teachers are more inclined to engage with learning that they find meaningful and relevant. Continuous support is vital in this process, providing more than just advantages; it cultivates a learning community within the school where teachers can exchange ideas, strategies, and lessons.

Gulamhussein's (2013) work opened my eyes to a more effective approach to professional learning. Reflecting on my own experiences and those shared by my peers, I began to understand the common dissatisfaction. This reflection revealed a chance within my district to implement alternative professional development that aligns with my Innovation plan.

I aimed to create a "call to action" for our alternative professional learning strategy, acknowledging the usual ineffectiveness of current methods. The goal is to inspire our audience to embrace change alongside me.

Next, I set out to create an outline that ties together the five key principles of effective PL. This will aid educators in assimilating new concepts with actionable steps. I'll be monitoring progress until full implementation is achieved.

As I pilot my innovation plan, it's essential for me to integrate it district wide as well. This sparked the creation of my "Alternative PL plan".  This plan briefly introduces my program details on how I incorporate the five principles of effective professional development, making the PL program robust. 

For professional development to be effective, there are five well-known and crucial principles to follow. Allison Gulamhussain identified these principles as essential to ensure professional development is meaningful for participants. These principles include:

Please view my "Go & Show" Alternative PL sessions slide deck below showcasing where our PD is currently and the path of my PL plan and the expected outcomes:

Learning is a lifelong journey, with constant opportunities for improvement and innovation. We must move away from the "sit and get" model of professional development and ensure quality education for all educators. Professional development needs to be redesigned to be more effective, ongoing, and relevant to both teachers' and students' actual needs. This means emphasizing collaboration, support, and a focus on classroom realities, along with a commitment to rethinking our approach to learning. It's time to revamp professional learning for our teachers.