For my alternative professional learning to be successful, it is essential that all educators that intend to participate understand the goals for this alternative professional learning, which allows teachers to reimagine teaching and learning, getting strategies and necessary support to put into the classroom. Through the collaboration of teachers with knowledge of student needs and faculty with expertise and experience in areas of critical condition when designing this course, I kept in mind many of the teachers that I have worked with and the different experiences of teachers like me, new with no much experience each teacher brings to our professional learning environment. This program will incorporate the five essential keys intended for educators yet still foster collaboration and many feedforward opportunities. I have created my professional learning based on the fundamental principles of professional education.

 

Unfortunately, professional development occurs outside the classroom, such as meetings discussing unlimited data, one-day workshops or conferences, and in-service days.  This leaves little time for teachers to discern the information overload and set realistic goals to achieve. Even if teachers went to every meeting, workshop, and conference available, research shows that it has little to no effect on better teaching practices from year to year.  Much of this “development” in these meetings does not meet the expectations or requirements of authentic professional learning. It is as though these professional development opportunities are the districts’ way of checking off boxes to maintain a “good standing” if they were audited and somehow justify the extensive amounts of money spent on “developing” their employees. We know there’s more, but we are so tired from the “whirlwind” it is difficult to do more  The ongoing, focused, disciplined professional. 

 

The essentials for professional learning include ongoing training, teacher support, active and engaged education, modeling and coaching, and differentiated content.

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After creating the plan, I suggest five critical steps for drafting a professional learning plan: 

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Duration: our teaching and learning department’s theory of action is predicated on the belief that to achieve this kind of learning for our students, we must also complete this kind of learning for our teachers. The duration of professional learning should be more followed and divided into several periods allowing teachers to implement each strategy to learners effectively in the classroom.

 

Support during implementation:

Every teacher needs to feel supported while learning and practicing new content. As educators apply new knowledge, the facilitators must provide continuous support throughout the learning process. This will serve as a place where learners will have the necessary support and resources as an ongoing blog. Participants will also be encouraged to meet with a facilitator via Zoom or in person for additional monthly support to ensure teachers get the necessary training and professional development. During the implementation of this phase, teachers will develop a system for monitoring performance. 

Creative, meaningful, and relevant professional learning will shift the focus back to learning not just for but for all staff members involved.  I aim to implement professional education encouraging my colleagues to share their expertise, seek innovative strategies, and collaborate with relevant content.  I hope to create an environment where it is safe to ask questions, develop a mentorship team dedicated to helping teachers throughout the process, and celebrate each others’ successes and attempts.  When a community is built through professional learning, I believe it will directly impact building an influential classroom community.