Tell me, and I forget; teach me, and I remember; involve me and I learn.
Blended Learning
Building Voices
At every turn of history, man has been inspired by stories that have spoken to his heart. Stories of life allow us to connect with real life and offer a vision of our world that is transformed and actively generated by oneself.
Today, I am here to tell you about one of those moments of change that impacted my life. My journey through the Professional Learning meetings. I remember my beginnings as a teacher in my first two courses teaching these little giants. I was full of excitement and enthusiasm. Full of energy. I wanted to do well! I wanted to be the best for my students! But, entering those meetings was like entering a minefield. Instead of working together towards a common goal, I felt we were competing to see who knew more or was more capable. The saddest thing is that, under all that pressure and competition, I was not learning. I was not growing as an educator. I did not feel supported or guided.
I wonder how many other teachers have felt the same?
How many of you have walked away from those meetings feeling lost and unsure of your ability to teach and guide your students?
I share this story because I firmly believe we can improve. We can transform our Professional Learning meetings into genuine learning, collaboration, and growth mindset spaces. Through these frustrations, challenges, and my journey through the Developing Effective Professional Leadership EDLD-5389 course, I have learned how to hold better meetings to drive professional growth for educators. This course has inspired me to do something to change my world and be proud of it. To do so, I have developed a Professional Learning Alternative Plan, "Change the Game: Connect, Collaborate, and Grow from this context:
Connecting and communicating your ideas
Professional learning alternative plan
Change the game: connect-collaborate-grow
Connecting
In the "Change the game" alternative plan, collaboration and effective modeling will be fostered through structured group discussions, peer observation, and shared reflection sessions where educators can exchange ideas and strategies. The sections will have a leader who will direct and organize the work sections.
PLC lead facilitator professional learning Meetings: The lead facilitator conducts the PLC meetings, which occur every week. They ensure that the sessions' objectives are met and the discussions are guided.
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Collaboration leader: The leader will be fronted by an experienced collaborative-work teacher. His main tasks will include planning and organizing activities that enhance effective teacher interaction, holding brainstorming sessions in control, and running joint projects.
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Leadership of technology support: An experienced leader in digital tools and educational resources will provide technology support.
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Professional growth mentor: An experienced mentor will provide individualized coaching and feedback to teachers who need additional support. He/she will also follow up on ongoing support to assist the teachers.
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Evaluation and reflection leader: Manage the development of an evaluation tool that would possibly estimate the outcome of PLC meetings on teachers' professional learning.
We are fostering self-directed learning through blended learning and COVA.
In the proposed alternative PL plan, "Change the game: Connect-collaborate-grow," self-directed learning would be in the blended learning mix of face-to-face and virtual activities that teachers can progress through at their own pace/whenever it fits their schedule. This approach allows for flexibility in how participants access content, giving them more control in their learning process. In the COVA framework, teachers will have choices about the resources they will engage, ownership over their progression, voice in sharing ideas and reflections, and authenticity in implementing learning within their classrooms. In this way, teachers can take responsibility for professional learning by individualizing their learning according to their unique needs and interests. This would include a plan for blended learning and the COVA framework for self-directed learning to take place and to empower teachers with valued choices about growth.
Resources
"To support the successful implementation of the 'Change the Game' plan, a variety of resources will be provided to ensure educators have the tools and materials necessary to foster collaboration, model effective practices, and promote self-directed learning."
First, we will require a well-thought-out schedule that efficiently employs meeting times within the existing PLC sessions. We shall iron out a time that will enable all teachers to be present without adding to the workload of teachers. We would use platforms such as google calendar or Trello for meeting organization and providing discussion topics and technologies or strategies actively involving teachers during meetings, for example, real-time survey applications: Mentimeter and Kahoot. During the coaching sections, workshops, or particular pieces of training, training materials will be used to enable facilitators to support teachers in their growth.
Furthermore, we will implement checklists, guides, and manuals so that teachers can easily follow the procedure and have access to digital platforms for continued support. Learning materials: Articles, studies, YouTube videos, research, and manuals referring to the betterment approach in PLC meetings and professional teachers' growth. We would look for support from school leaders and management so this plan has sound backing and adequate monitoring.
Surveys with google forms will be used to collect feedback from teachers after each session, facilitating a self-assessment of the impact of new strategies on their teaching practice.
Journals or reflective diaries can be in physical or digital format. Educators can write about their experiences after each PLC, reflecting on their growth, working strategies, and areas for improvement. Organize peer visits to observe each other’s classes and see the strategy discussed in PLCs. You can provide an observation sheet to guide your reflections. WhatsApp or Slack Support Groups are used to facilitate support and the sharing of ideas between participants outside of official PLC meetings. Organize peer visits to observe each other’s classes and see the strategies discussed in PLCs. Provide an observation sheet to guide your reflections.
WhatsApp or Slack Support Groups are used to facilitate support and the sharing of ideas between participants outside of official PLC meetings.
Reference
Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf
Heather Hill. (2015). Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. Harvard Graduate School of Education. Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf
Stanford Graduate School of Business. (2013, February 19). Nancy Duarte: How to create Better Visual Presentations [Video]. YouTube. https://www.youtube.com/watch?v=so9EJoQJc-0
Standards for Professional Learning. (2011). Retrieved from https://learningforward.org/standards
Standards for Professional Learning: Quick Reference Guide. (2011). Retrieved from https://learningforward.org/docs/pdf/standardsreferenceguide.pdf?sfvrsn=0
TNTP. (2015). The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved from http://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development