Creating an Environment Where Student Needs Drive Professional Development

Sylvia Duckworth, Lee Araoz

When I first started my teaching career, I often thought of Professional Development trainings as a waste of time.  We were often given some time out of the classroom to attend various conferences to bring back ideas to share with our colleagues.  Oftentimes, those professional development trainings didn't always measure up because what I learned about didn't always translate well into the classroom.  Sometimes, frankly, they were a colossal waste of my time.

I have provided professional development to the high school staff for many years.  Usually I would see a need, and then I would make sure that I was available to provide training during the school day and one day after school.  Many times this PD was necessary because our district had purchased something new, and our teachers needed training.

Now that I have moved to the position of Technology Integration Specialist, I have many more schools to cover and a greater need to provide professional development that enhances the curriculum and allows greater creativity for students.

Lee Araoz and Sylvia Duckworth created a template that provides some ideas or guidelines for Instructional Coaches.   As a trainer, I feel like I do most of the items listed on the template.  However, I think that one must always be aware of the importance of all facets of the job.  Of the eight choices, I am drawn to "creating an environment where student needs drive professional development."

There are a myriad of apps, extensions, add -ons, software etc. for teachers, students, administrators, and well, everyone.  There are new things all of the time, and it is impossible to keep up with the rapidly changing technology.  Part of the job of a coach or tech specialist is to sort through and find the best that might work for our students and staff.

Our job is to help our teachers and staff have the best resources available to ensure that our students are able to reach levels of learning that redefine and modify their class work.  Some of the technology that is available may not be promoting student- centered learning.  Some of us may be using technology just for technology's sake.

It is very easy to substitute and augment because that is what we know.  Many of us are familiar with the lecture type classroom  because that is what was modeled for us.  I know many of our teachers who feel a bit uncomfortable with technology so they will augment, but moving beyond that aspect is a bit frightening.  They see technology as something they should use, but they have no idea how to implement it properly in their classrooms.

Our job is to help those who are a bit tentative about moving to redefinition and modification.  I see this as a circle- which, of course, is never ending. When we become more comfortable with making our classrooms more student centered, then our students be able to use the tools that are available in ways that might not have been thought of before.  Teachers will be able to see the results and decide the next steps in the process.

In essence, the importance of our professional development training is not the tool itself, but how we can encourage the teacher to reach a little bit farther, or try something just a little bit different in the classroom.  We should offer to be there for support - and see where the students lead us.