Teaching is a ‘Way of Being’ — Part 3
Implications for Professional Learning
So what might be the implications for professional learning? There are four points that stand out for me.
1. Learning Stance
A major difference between Cynthia and Margot (hypothetical teachers referred to in my first blog of these series) is their learning stance. Margot is a progressive problem solver – a seeker of new learning, a questioner. We need to always encourage and cultivate these attitudes and behaviours.
2. Both Pedagogy & Practice
All professional learning opportunities should deeply embed both learning theory and practical applications. Providing techniques and recipes devoid of context – or with a cursory overview of pedagogy is ill-advised. We need to focus on pedagogy and develop deep understandings and beliefs in our teachers. The exemplars and strategies should illustrate and demonstrate excellent practice and should be the basis for teachers to generate their own strategies.
Both of these models really focus on individual growth. So, as with our students, we must differentiate! This can be a challenge if we are offering ‘sit‘n’git’ or ‘drive-by’ workshops.
And, who decides how to differentiate? Who decides what professional learning that I, at this particular time, for this particular purpose, should get? Likely me. So learner agency and metacognitive skills are important.
4. Both Collaborative and Individual Opportunities
I have been an enthusiast of substantive collaboration for many years – so it is with that caveat that I say the following. Provide both individual and collaborative professional learning opportunities. Don’t negate the individual in reaction to the collaboration as holy grail phenomenon we are currently experiencing.
David Thornburg, in his book, From the Campfire to the Holodeck, suggests that ‘learning institutions should offer a balance of Campfire spaces (home of the lecture), Watering Holes (home to conversations among peers), Caves (places for quiet reflection), and Life (places where students can apply what they’ve learned).’
Teacher Learning and Leadership Program (TLLP)
TLLP is an annual project-based professional learning opportunity for experienced Ontario classroom teachers.
“The three goals of the program are to create and support opportunities for teacher professional learning, foster teacher leadership and facilitate the sharing of exemplary practices with others for the broader benefit of Ontario’s students.”
In a nutshell, teachers receive funding to pursue an action research style project in an area that is meaningful to them. All participants in the program are provided with professional learning sessions that will help them develop the skills necessary to manage their project and effectively share their learning with colleagues. They go through the year-long process out loud in that they share their process, learning, results, and promising practices with fellow TLLP educators and others (intra/inter-board and provincially) via conferences and through the online platforms provided.
The TLLP model develops ‘Margots’ by supporting teachers in generating and researching problems at the edge of their expertise – at the cusp of their competence.
The project overview, project archives, support materials, research results and stories, and videos can be found on the TLLP website.
Although TLLP is only open to Ontario teachers, it is a well-documented model that invites replication in other jurisdictions.
Minds On Media
Minds On Media (MoM) is a model of professional learning that also respects the learner’s desire to know. Brenda Sherry and I developed this model based on theories of expertise and knowledge-building blended with anappreciative inquiry and evocative coaching mindset.
It has been implemented mainly in professional learning related to constructionist approaches to information technology use in classrooms.
Imagine a room full of educators who are experts in information and communications technologies (ICT) and learning theory. Each of these facilitators manages a centre on a particular topic – one that is pedagogy focused. They spend some time before the event thinking about practical ways to support self-directed learners at a hands-on session. As mentioned earlier, differentiated learning is equally important for adults as for our students. This requires the creation of a wide variety of materials, strategies and access points and so, facilitators create a wiki replete with tutorials and classroom exemplars. This is useful for the Minds On Media day but also serves the teachers well when they return to their schools.
Teachers come to a conference to learn and we respect their choices in how they wish to do that. We want them to take a minds on approach. They choose what to learn based on their own needs, learning styles, interests, levels of expertise and are able to move freely throughout the day from centre to centre if, and when, it suits them.
They might be absolute beginners or comfortable with technology. They choose their entry point. Teachers build their own plan for the day or may seek guidance from one of our facilitators or pedagogistas. Pedagogistas also serve to keep the thinking and learning at a higher level—to keep tying the skill learning to the pedagogy and to help bridge to classroom practice.
The facilitators at the centres have the skills to support all learning styles with awesome classroom projects as exemplars! (Click on one of the Events in the sidebar on the site to get a flavour of a MoM event.)
What are our core beliefs?
We believe that:
- the locus of control for learning should be in the hands of the learner
- the facilitator must be aware of, and respond to, the learner’s desires, needs and expertise
- the learner should leave empowered to learn further—beyond the MoM event
- there are always experts among us
Note: MoM is not a commercial program at all. We simply developed it in response to how we believe people learn and our experiences with most professional learning models didn’t match up. It is our intention to more fully document the process so that it can be easily replicated. In the meantime, feel free to contact us if you’d like to run such an event.
A Shout Out to Powerful Learning Practice
I would like to give a big shout out to Sheryl Nussbaum-Beach and Lani Ritter Hall of the Powerful Learning Practice (PLP). They both had a significant influence on our thinking in the area of evocative coaching and appreciative inquiry. PLP is an excellent professional learning experience based in these principles.
So this is one of the challenges of professional learning activities. Do they develop expert teachers or skilled nonexperts?
TLLP and MoM are working hard to develop expert teachers rather than experienced nonexperts by supporting and empowering them to take charge of their own learning. There is a genuine effort to help teachers to learn significant educational theory and practice that is relevant to each person. Both programs are grounded in knowledge-building theory and are using appreciative inquiry and evocative coaching methodologies to build capacity.
What professional learning programs are you seeing that help teachers to develop a way of being rather than merely transferring a set of skills that doesn’t really develop expertise?
This blog post was first published as part of CEA’s focus on the state of Teacher PD in Canada, which is also connected to Education Canada Magazine’s Teachers as Learners theme issue and The Facts on Education fact sheet, What is Effective Teacher Professional Development?