Greetings!
In this entry I would like to share my proposal for a professional development policy, which I wrote a few months ago as part of my preparation for the Responsable de la Formation Professionnelle position. In that document I highlight four key elements about professional development: that it be varied, reflective, personal and collaborative. Since then I have considered the importance of keeping student learning at the center of our professional development. That discussion will be part of a future blog entry.
Lines for a School Professional Development Policy (Proposal)
Institute Le Rosey recognises that we are a community of lifelong learners. To promote a culture of continuous learning, teachers are encouraged to participate in professional development that looks not only at content knowledge necessary to deliver the courses offered, but also that deepens understanding of teaching and learning as a profession. Furthermore, the school recognises that teachers as specialists have much to contribute to the field of education, and may seek to embark in further studies or research in subject-based projects or projects concerning educational strategies.
1. Professional development is varied
There are many configurations that promote professional development: peer work, small or large group seminars, plenary sessions, departmental meetings, and individual projects. Similarly, there is a range of valuable learning experiences including short- and long-term projects, courses, trainings, reading materials, teacher supplements, forums, etc. Some of the most effective experiences combine a theoretical background with professional practice, or stem from a research question that the teacher develops over time. It is clear that different concerns will lead to different methods. The RFP must act as a coach to support teacher-led inquiry through strategies that are directly related to their goals.
2. Professional development is reflective
Whatever the PD method, meaningful development comes from a reflective approach to our own professional practice. Teachers are encouraged to reflect on their lifelong learning through various means: talking to colleagues (recorded in audio or writing), completing documentation, preparing presentations or hand-outs to share with others, keeping a journal or blog, consulting with the RFP, uploading material on the Intranet, etc. There is a balance between “big picture” considerations and detailed, concrete action steps, which will allow the teacher to keep track of their own progress.
3. Professional development is personal
If each teacher establishes 1-2 PD goals per school year, there is much flexibility on how these can be achieved. Depending on the nature of the goals (how broad or specific, long or short term, theory based or practice based, subject or pedagogy related, for example) a trajectory can be traced with clear action steps. The source of the PD must be established early on in order to monitor the progress toward those goals: visiting a school, in-class observation, peer exchanges, reading a text, registering for a training/conference, online course, group seminar, online forums, etc. The goals and action steps could be discussed with the RFP or determined independently, but they will become the material to be reviewed during the school year, and at the end of the school year, when the teacher will reflect on next steps.
4. Professional development is collaborative
Professional learning communities/networks are a space for sharing ideas, and for meaningful reflection. Teachers working collaboratively follow a cycle of continuous development because they identify an issue, observe their own (or their peer’s) practice, gather data, return to discuss action steps, test those steps in the classroom, and continue to review and fine-tune their performance. Working collaboratively pulls the teacher out of isolation and reminds us that we are a community of learners with much to contribute to each other’s progress. That said, these networks cannot be forced. It would be beneficial to have one or two groups of 6-8 teacher volunteers during the school year, working on a specific question or issue of their choice.
