Professional learning is not only a significant investment for any school but also a tremendous opportunity for teachers to grow in their profession. Because it is such an important part of improving the educational experience for our students, we are looking at how to make it more effective for our teachers.
Today we will focus on the implementation phase of any professional learning. We aim to answer the question of how teachers can practice and implement new strategies most effectively.
Teachers need time to implement any new learning they acquire (for more information on strategies for this, be sure to read Part 1). Still, they also need the ability to practice the implementation.
If training does not have practical application in the classroom, we should question why the teacher is learning about it in the first place. Any new learning should directly affect students, and that impact should be visible in the classroom. So, how do teachers go about doing this? Part of it comes down to time, but it also requires support from the administration.
It also requires a growth mindset. As teachers practice something new, they may fail. It might go better than they hoped, and this can make teachers nervous. This is a great model for students.
Teachers can tell students that they have learned something new and would like to try it with the class. This kind of transparency helps students see how learning works; it can show that students are not only expected to learn and try things outside of their comfort zones.
How to Support Teachers?
The role of the principal is critical in this process. If there are failures in the classroom, which are just learning experiences, teachers need to know they have support in those moments.
Even if teachers feel they have all the support to try and fail, they still need help and structure to have the opportunity to practice and implement.
Here are some different approaches to consider:
1. Class Coverage
Administrators can cover classrooms so teachers can observe other teachers or have time to plan. Administration can also play a key role in teacher training.
By giving teachers a deadline of three or four weeks to try a strategy and then scheduling an observation of that strategy, administrators can help ensure that every new learning is remembered.
2. Providing Feedback
When considering the model of new learning with our students, we must think about the need for our children to receive feedback on their learning; the same goes for teachers.
The challenge for school leaders is that strategies are so diverse and varied that it can be difficult to train a teacher in a particular strategy if they are not familiar with it. There are different ways to address this issue.
First, online collaborative communities are excellent resources for troubleshooting and answering questions. Teachers can access articles and post questions and answers as their schedules allow.
It is more timely and relevant to learn from experts than from a leader or coach who is less familiar with a strategy. Another idea would be to get feedback from other teachers within the school.
Most teachers would visit a classroom for 10 minutes and provide some advice and information about what they see and how it is going.
3. Recording Lessons
Another great tool, though many teachers avoid it, is video recording for improvement. Most adults dislike seeing themselves on camera, and teachers are no different, but this is one of the best tools for improvement. The camera doesn’t lie, and teachers can know into how things went by replaying and reviewing specific parts of the lesson.
4. Impact Assessment
Part of our model for professional learning is that a teacher can multiply their professional development points by gathering data on impact. Teachers can use data or assessments to measure the impact of anything they learn.
It doesn’t have to be complicated: a simple pre-test and post-test can help the teacher reflect and see if the implementation went as planned or not.
Teachers who are learning are teachers who are growing and modeling for their students. But just like our students, teachers need to practice new strategies and receive feedback on their progress.
Some of these ideas will help teachers move from a day of professional learning to a lasting impact on students in the classroom.
Summary
Professional learning is a cornerstone of educational improvement, benefitting both teachers and students. The implementation phase is crucial, as it determines how effectively new strategies are integrated into the classroom.
Teachers need time, support, and opportunities to practice and refine their approaches. This process not only fosters growth and innovation but also models the learning journey for students.
Principals and administrators play a pivotal role in providing the necessary support, whether through class coverage, feedback, or facilitating collaborative communities. Tools like recording lessons and conducting impact assessments can offer valuable insights and help teachers continuously improve their practice.