Teachers as “Students.”
For this quarter in our Digital Education Leadership (DEL) program we are looking at programmatic needs assessment and professional development. Our focus for the first module is ISTE standard 4b which says we should, “Design, develop, and implement technology-rich professional educational programs that model principles of adult learning and evaluate the impact on instructional practice and student learning” (ISTE). When contemplating this topic, I immediately wondered how these “adult learning” principles differed from those we are to be utilizing in our classrooms with our students. Are they the same? That seemed like a loaded question. I’ve been in enough PD sessions and worked with enough teachers to know that…well…we can be a tough crowd. No one is a bigger critic or more difficult to teach than someone who thinks they already know everything. I’m not saying this is all teachers, but let me describe a scenario and see if any of this rings true:
It’s a professional development day at school. You’ve been teaching all week (or maybe only 2 or 3 days) and now you’ve got a full day dedicated to improving your craft as a teacher. You’re tired from already working part of the week and you’re thinking about all the assignments you have to grade and how you’re going to cover that last unit before the end of the quarter, but this is going to transform how you teach, darn it! You dutifully assemble in the auditorium or gym or library or wherever, and someone you’ve never heard of or seen before – someone who doesn’t work in the school – comes in and proceeds to tell you how to do your job better. You sit in increasing discomfort over the course of the day, trying to soak in all of the information being presented to you – often in the most “efficient” form of presentation, some sort of lecture; usually accompanied by a Powerpoint or some handouts (this is especially ironic when the topic is a new, engaging method of instruction that will get us away from traditional lecture-style teaching in the classroom). There may be breakout sessions to discuss the topic and the occasional table-talk break or group assignment, but at the end of the day the PD instructor goes back to his or her company or university and is usually never head from again. What has it accomplished? The best case scenario is that some teachers may have picked up a new “trick” to use in the classroom. The typical scenario is that most teachers put in their time and listen to someone’s grand, new, transformative idea about teaching and then go back to doing what exactly they were doing before. Anyone who has ever been at a PD session for teachers has heard lines like, “that’ll never work in my classroom,” or “that would be nice, but I just don’t have the time to do it,” or the classic old-timer’s line, “I’ve seen ideas like this come and go before. There’s no point changing anything because someone else will come along soon with their ideas and the whole thing will change again.” Yeah, teachers can be a tough crowd and when PD doesn’t connect, it can be a colossal waste of time and resources.
So back to my question, are teachers really that different from students when it comes to learning? Probably not, and if anything they may be tougher (though usually not as disruptive…usually). Given this assumption on my part, my question for this module centered around what techniques that we already employ (or should be employing) in our classrooms can we utilize for PD?
Currently, my school, as well as the Washington State OSPI, is encouraging the implementation of the four “C’s” of 21st Century learning: Creativity and Innovation, Critical Thinking and Problem Solving, Communication, and Collaboration. This approach is also reflected in almost all aspects of the ISTE standards for digital education leaders. More specifically, the Partnership for 21st Century Learning also sets standards for Professional Development. Among these standards is a call for PD that “Encourages knowledge sharing among communities of practitioners, using face-to-face, virtual and blended communications” (Partnership). This approach calls for building the same skills and implementing the same approach for teachers in PD as it does for students in the classroom. Another concept implicit in 21st Century Learning and highlighted specifically as one of the “Life and Career Skills” is self direction. This is particularly relevant given the current push for differentiated instruction in education. My school has been particularly emphatic in its support for this approach.
Tools to Help
In my search for answers on how to really reach teachers (as we would our students) in PD, I came across David Raths’s “5 Tech Tools That Help Personalize PD” in The Journal. Raths starts out by making the seemingly obvious connection between teachers and students as learners. “Students aren’t the only ones who can benefit from differentiated instruction. Teachers, too, have individual strengths and weaknesses, and they need different types of professional development at specific points of their careers. So why clump them all together in the same PD courses?” (Raths). A good question indeed! He goes on to contend that technology is the gateway to more effective and meaningful and lasting PD. “Some school districts around the country are finding new ways to use social media and online offerings in combination with professional learning communities to empower teachers to develop their own personalized PD plans and reflect on how that PD is affecting the work they do in class.” (Raths). Several of the pitfalls of traditional PD (one-size-fits-all, the “get-it-all-done-now” approach, and lack of follow-through) are avoided in Raths’s suggestions by his emphasis on personalization, differentiation, and reflection. To achieve this, Raths suggests the following:
- Turning to Twitter
- Experimenting with Digital Badges
- Using Online assessment data to spark PLC’s
- Creating your own PD channel
- Online surveys to help target PD resources
Raths’s focus is on making PD meaningful and lasting. These suggestions are hardly the drink-from-the-fire-hose for 8 hours approach many of us have experienced before. They are designed for teacher engagement and involve the “four C’s” of creativity, critical thinking, communication, and collaboration. If it works for the students, why wouldn’t it work for teachers? If anything, one might argue that teachers could benefit from it more. Their buy-in to this approach will make it easier for them to implement it with their students. Furthermore, it is technology that will facilitate the entire process. Technology is key to making it happen.
The importance of the role of technology in PD is part of Nate Green’s piece for EdSurge where he argues that ultimate goal of every EdTech department is to be so good a facilitating PD through the use of technology that they render their own existence as a separate department unnecessary! “These departments,” he writes, “don’t need to be a permanent fixture. Their ultimate goal should be to make themselves obsolete” (Green). This is done largely through the collaborative and communicative elements, but it also leads to personalization. “Peer-to-peer technological integration also requires personalized PD by teachers for teachers” (Green). This overlaps nicely with Raths’s contention that PD is not one-size-fits-all. Both authors also agree that PD conducted in this manner is “empowering” to teachers. Again, hardly the passive souls sitting for 8 hours being lectured at. But it also comes back to this, if it’s good for us as teachers, why wouldn’t we do this with our students?
What’s Good for the Goose…Is Good for the Gander
Ultimately, better PD is better for everyone – teachers benefit, students benefit, and administration benefits. And just like in our classrooms, a more personalized, meaningful, and longer-lasting program facilitated by technology can make this possible. We shouldn’t be surprised at the overlap between what works for teachers and what works for students. Learning is learning. Take a look at the following quote from Green about the use of technology in PD and replace “schools” with “teachers”, “teachers” with “students” and “professional development” with “learning.”
“Schools [Teachers] can empower all teachers [students] to try new things by creating the time and space for peer-to-peer conversation, by highlighting success and by acknowledging the ongoing nature of technologically based professional development [learning].” (Green)
At the end of the day, it’s what we want for ourselves. Shouldn’t we want it for our students as well? And if school administrations want it for their students, shouldn’t they want it for their teachers?
Green, Nate. (2017, December 11). “Why Every School’s Edtech Department Should Make Themselves Obsolete.” EdSurge News. Retrieved January 08, 2018, from https://www.edsurge.com/news/2017-12-11-why-every-school-s-edtech-department-should-make-themselves-obsolete
ISTE (2011). “ISTE Standards for Coaches.” International Society for Technology in Education. Retrieved from http://www.iste.org/standards/standards/standards-for-coaches
Partnership for 21st Century Learning (2016, January). “Framework for 21st Century Learning.” Retrieved from http://www.p21.org/our-work/p21-framework
Raths, David. (2015, February 4). “5 Tech Tools That Help Personalize PD.” The Journal. Retrived from https://thejournal.com/Articles/2015/02/04/5-Tech-Tools-That-Help-Personalize-PD.aspx?Page=1