I am proud to say that 40 staff members have completed a Professional Learning Plan (PLP) since it’s birth as a pilot programme for the original 15 learning partners. After reading one-page summaries, processing anecdotal comments from both PLP teachers and learning partners, and reflecting on my own personal experience as a learning partner and PLP coordinator, I feel in a position to make some observations. For those of you who will embark on a PLP in the coming term(s), I hope you find these remarks helpful:
1. Consider preparing your Portfolio of Teaching and Learning in advance of the PLP term in order to “hit the ground running” at the start of term. Teachers who did this felt very satisfied with both the process and the outcomes.
- The self-reflection document can help you consider different facets of your professional responsibilities (when applicable). To this end, it can be a great starting point—even if you conclude that your area of interest is not reflected in the document!
- After the self-reflection document, the student survey can help you gather comments/feedback on your specific area of interest. This way, instead of having a general set of questions about the environment you create, your teaching style, classroom dynamics, etc. the survey targets one concrete focus.
- Once self-reflection document and student survey are complete, you can determine what additional data would be useful in order to complete the portfolio (e.g. video of lesson, notes from meetings, student work, etc.). The learning partner can help with that.
2. Consider that your Professional Learning Plan should have a clear goal. Your learning partner might tell you about PEERS goals:
a. Powerful: makes a difference in students’ learning experience
b. Easy to explain: simple, clear
c. Emotionally compelling: matters a lot to you, the teacher
d. Reachable: identifies a measureable outcome (and strategy)
e. Student-focused: addresses student achievement, behavior, attitude, etc.
Given that your plan will be implemented over one term, an ambitious project involving all your classes may not be feasible. Consider focusing on one skill/element to improve, with one group, over a fixed period, where you can gauge the impact of your strategy over several weeks, tweak and perfect as you and your students approach mastery.
3. Consider that the PLP has two elements: (1) the framework/structure and (2) the relationship with a learning partner.
Make the most of the framework by
a. following the steps in the process
b. completing the tasks you decide to do
c. being reflective
Make the most of the partnership by
a. developing a relationship of trust (your PLP is confidential except for the one-page summary)
b. keeping to the meeting schedule
c. remembering the learning partner’s role:
- listening without interruption/judgment
- summarising your ideas
- inviting you to consider options before you make a decision
4. Consider working with a learning partner who is not (a) in your department, (b) a close friend. Many highlighted it was refreshing to work with someone with whom they were less familiar. This is also helpful for the learning partner, who wants to support you as an empathetic, non-judgmental listener. Our role is to reformulate your ideas and help you consider/weigh alternatives, without an agenda, so that you “own” your PLP.
5. Consider the possibilities of a rewarding PLP. It is an opportunity to focus on something that matters to you in your professional life, which will have a positive impact on the students we work with. Embrace this challenge and select something worthy of your time and effort!
6. Consider talking to others about the PLP. Your PLP is confidential, but this doesn’t mean it has to be kept secret—sharing experiences will contribute to the culture of trust and a better understanding of the Professional Learning Plan as a whole. Of course, I am available to chat whenever you have questions or comments about the process or your own involvement.