CHOICE & EMPOWERMENT a plan for personalizing Professional Learning

Welcome.

Who is joining this session today?

What are you hoping to learn?

Ross Vittore

Director of Innovative Learning

5 Years Classroom Experience

14 Years Administrative Experience

13 Years Parent Experience

43 Years Learner Experience

CCSD59

Elk Grove Village, Mount Prospect, Des Plaines & Arlington Heights

15 Schools - 1 Early Learning Center, 11 Elementary Schools, 3 Junior High Schools

7000 Students & 800 Staff

60% Low-Income & 35% ELL

2013 - Transition to Modern Learning

Our Mission:

Our Areas of Focus:

Social Emotional Learning, Literacy and Innovative Learning

Our Resources:

Weekly PL Meetings, Student Devices and Instructional Coaches
“Coaching is a strategy for implementing a professional support system for teachers, a system that includes research or theory, demonstration, practice, and feedback.”

(Joyce & Showers, 2002)

Excited to Begin Coaching...

Attempt #1

Staff Professional DEVELOPMENT

Time to Reflect:

Did the PD improve INSTRUCTION?

-Innovative learning coaches provided tech TRAINING in their first PD session instead of IL PROFESSIONAL LEARNING

-Teachers WEREN'T READY for the tool & became OVERWHELMED

-Session participant sizes were TOO LARGE

-Coaches modeled TRADITIONAL teaching practices

-Teacher feedback was NEGATIVE

No staff feedback survey needed.

Time to Design:

Goals:

1) Provide staff with CHOICE in THEIR learning

2) Structure sessions for SMALL group COLLABORATION

3) Present AUTHENTIC examples & RESOURCES

How would we design LEARNING for students?

Design learning for everyone as if you were designing it for my kids.

Attempt #2

Staff Professional LEARNING

Creating a 3 week cycle made it possible for 7 instructional coaches to service 800 staff in small groups.
Using half of the allotted 2 hour block for coaching sessions provided both travel and additional staff meeting time.
Sending a common communication to all staff with clear directions and access links helped staff know what to expect.
Instead of using professional scheduling tools, we modeled instructional tools that could be used in the classroom.

Time to Reflect:

Did the PL improve LEARNING?

+ Session sizes were SMALL & ENGAGING

+ Coaches MODELED modern instructional practices

+ Teacher feedback was POSITIVE

- More variety in choice needed for DIFFERENTIATION

- Some staff didn’t sign-up

Modern professional learning sessions look and sound different than traditional professional development meetings.

Time to Design:

Goals:

1) Provide staff with BALANCED choice in their learning

2) Small group collaboration alongside ADMINISTRATORS

3) Improve COMMUNICATIONS, LOGISTICS & RESULTS

Attempt #3

DIFFERENTIATED Staff Professional Learning

Share the success through a common session starter communication.
Visually show the differentiation of sessions: technology training, innovative learning PL & collaborative sharing.
Some people need charts and graphs to see success.

Time to Reflect:

What we LEARNED about Professional Learning...

Journeys without destinations can damage school cultures

Application of the 4Cs can stretch any amount of resources

Whether they need it & whether they’re ready for it are two very different things

Experts of the learning process should be applying their knowledge to all learners

Modeling failure as a part of the learning process should be celebrated

Choice can be critical & crippling

Leveled supports are critical for long-term success

Teachers love seeing authentic examples from actual teachers

Communication can make or break the greatest of plans

Listen to the success indicators at the end of your PL session

Other Model Applications:

Balanced autonomy embedded into professional learning scheduling.

Things to CONSIDER:

Expect and embrace new challenges following every success.

@rossvittore

#D59Chat & #D59Learns

https://goo.gl/7Mnm6G

Created By
Ross Vittore
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