Professional development is essential for improving our craft, but it can be expensive.  

 

In part one of this post, I shared ideas on how to organize year-long professional development.  This method can be very successful but often requires funds. In my opinion, year-long purposeful professional development lead by an expert is an ideal way to achieve goals. Differentiating instruction was the example I gave for a year-long professional development focus.

 

But what if money is tight? Can staff still participate in a year-long focus on learning? Absolutely, and I’m going to explain how.  Book studies or article studies are the keys to making this happen. However, planning needs to occur before starting the study or it will fail.  Heed my warning: place a book or an article in teachers’ mailboxes with no follow-up, and I guarantee failure. Let’s focus on success!

 

Here are five tips for successful staff book and article study.

 

Tip 1: What you study as a staff should be relevant and a known area of need for your school.  

 

Success Tip: Focus on a topic that all staff can benefit from. If you have funding, purchase a book on the topic that you have read and think appropriate for your school. Consider having staff suggest one or two books, you read them and work with staff to select the one that best serves everyone. If money is very tight and you cannot purchase a book, find a series of articles on your topic of study from the web. I suggest five articles.

 

Tip 2: Inform staff about the study and how together, you will work on the book or articles.

 

Success Tip:  Generate staff excitement about the process of learning and explain how they will work through the material with you.  I suggest informing staff through conversations and emails to adjust plans through consensus building. If you’re using a book, discuss with staff how much needs to be read by specific dates, and how all staff will communicate about the material read.  

 

Tip 3: Create reflection opportunities by using Google Docs or Google Classroom!

 

Success Tip:  Google is a great platform for staff to have conversations.  My tip is to set up a Google Doc or Google Classroom with quotes and questions for staff to respond to after completing a section of the book or an article.  What I like about Google is staff can see what others write and respond back! It is very hard to create opportunities for all staff to be in one room to discuss a book or article. However, technology, in this case, Google, allows staff to communicate and share ideas anytime and from anywhere! I suggest allowing one week for staff to respond after completing a section of text.

 

Tip 4: Everyone needs to participate.

 

Success Tip: Consider a classic comment about a conference night I heard recently: “ Well, the night was great, but I did not see the parents I needed to see.” Invitational book or article studies will quickly hook in those staff who embrace the idea, but some will avoid it–the same “some” who need it.  I have found if making this type of professional development an option; some will simply not do it. Trust me, I am all for invitation and collaboration, but for professional learning– all staff needs to come on board. As staff experience the benefits of professional study to their teaching and students’ learning as well as your continual positive feedback and recognition of their investment, they will look forward to joining the conversations.

 

Tip 5: Positive feedback generates excitement!

 

Success Tip: To model ways staff can participate, I add lots of comments to our Google chats, and I respond to all staff who make comments. Personally, I love this way of communicating; it’s like a Twitter chat, and I model it over and over!  Also, when I see staff during the day, I like to let them know I liked the comment they shared! Or, if I know a staff member is reluctantly participating I like to let them know I appreciate their participation. Always give consistent positive feedback to staff who are fully embracing this new way to share, communicate, and grow!  

 

Technology allows me–and it can allow you–the opportunity to generate conversations in new ways and to drive initiatives forward with minimal or no funding.

 

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Check out Evan’s blogs on the Scholastic EDU webpage!

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For additional ideas, check out Evan’s Book!

 

Over time, I have learned neither the school principal nor any other administrative “leader,” can fire staff as a pathway to their personal excellence.  Effective principals understand it takes time for a teacher to grow and develop the skills necessary to integrate best practices into a student-centered environment.  Effective principals understand that at times, a variety of supports can improve teachers’ practice and class management.  It’s important to understand this: a principal cannot build a positive student-focused culture by removing staff in hopes of the perfect teacher showing up for an interview.

 

A point before reading further:  I want to make it clear–there are times when a teacher should not be offered a contract.  However, these kinds of decisions should be few and far between and put into action only after considerable intervention and support.  

 

The principal either helps staff grow or not.  A commitment to helping staff grow is the best path to teacher improvement.  Every school has some rock star teachers, and every school has some staff who struggle.  An effective school has layers of support, and it’s my belief that every school should have key elements in place to provide support for staff who struggle.

 

What is the quickest way to improve a school?  Hire the best and most highly skilled teachers for every classroom.  But this is not possible.  Hiring is competitive, and the best in any profession have more choices than others.  There are two choices for the principal who wants to improve a school: believe the falsehood of firing to achieve excellence or commit to making your staff better.  Effective principals value all school community members and dedicate themselves to improving teachers’ skill. Providing support teachers require to improve their practice takes time, energy, communication, and a commitment to growth.  That’s why schools leadership is hard work.

 

There is no fast track to help principals shift to a more supportive culture.  However, change can happen when the principal is committed to a healthy, positive culture for the school.  Schools, where teachers feel supported to grow and improve, have some commonalities.  Does your school have my top five?

 

1. Hire the Right Staff:  When positions are open, effective principals set up interview committees with several teacher leaders who collectively know the skills the teacher needs and what person is the best for the school.  Effective principals are patient and do not mind doing many interviews to find the best candidate.  The best principals know experience does not necessarily equal a great teacher.  Talent will always make a difference and can be more valuable than experience.  Opening the hiring process to groups of teachers can support a school’s culture and prevent the challenges a poor hire brings.
2. Formalized Mentor Program:  New staff need support.  Effective schools have well planned and coordinated mentor programs for teachers.  Effective principals make sure all new staff have a mentor in their school who will be supportive and great role model for the new staff member.
3. Professional Development:  Effective principals work with their staff to plan ongoing professional development based on the needs of the building.  As I have stated in other posts, one and done professional development does not work.
4. A Student-Focused Culture:  Effective principals know the impact of a positive culture focused on students.  A positive, student-centered culture makes a difference and is always lead by the principal.  Schools with positive cultures have positive principals.  The opposite is equally true–a principal can create a negative environment.  Often, this occurs when the principal blames other factors for the negative environment instead of looking in the mirror and reflecting on his or her words and actions.
5. Competitive Wages and Benefits:  Yes, I said it.  This is whispered by many but not often stated.  People who teach need wages and benefits they can live on, and they must be competitive with surrounding districts.  Effective principals know if salaries are not competitive they will face challenges to retain staff and they will have a hard time attracting the best staff.  

 

Helping others grow is part of leadership.  Every school leader was once a new teacher. A new teacher with hopes, dreams, and challenges.  Always remember someone took a chance on you, and some or hopefully many helped develop you into the person you are today.  Extend the same support to those who struggle. Always keep in mind, whether spoken or seen on T.V. news, you cannot “fire” your way to excellence.

Follow Evan on Twitter @ERobbPrincipal

Check out Evan’s blogs on the Scholastic EDU webpage!

Bring Laura and Evan to your school division! Our website is Robb Communications

For additional ideas, check out Evan’s Book!

Many years ago my principal asked me to attend a conference and then train staff at our school. I tried to learn more about what training the staff meant. Was this a common practice? It seemed intimidating to me. The train the trainer model, taken from the business world, was becoming a popular term in education. It did not work for me.

 

Yes, I attended the conference, had a good time, and learned some. What was not good for me? The faculty meeting I had to lead a month later where I was to “train” the staff on what I learned.  A horrible experience.  I was not confident in the new information I learned while attending the conference and less confident to train a faculty where most were more experienced than me. Does your school or Division sing the praise of “train the trainer” models?  I hope not.  I have rarely seen them work.  Many times staff can be great in front of 25 students but not comfortable at all in front of peers who they need to teach.  I propose a new method, well not exactly new, I propose ongoing professional development.  Professional development meeting the needs of the school, occurring at the school, and for all staff in the school.

 

There are two ways to start ongoing professional development in a school: hiring a paid consultant or a school-wide book/professional study.  I will address both in two posts. In this post, I will give tips for using a paid consultant.

 

Assuming your school has access to professional support, the first step is to figure out what your faculty needs.  This can be accomplished through conversation, data analysis, and observation.  Pick one focus area all staff can benefit from in all disciplines.  As an example, in my school, our year-long focus is differentiating instruction.

 

Tips for successful year-long professional development:

• Know what you want to focus on and work with staff to build a commitment.
• Secure an educator who can meet with your staff at least six times during the school year. Add the dates and times to your staff calendar, so staff knows when each session is over the course of the year.  I like to focus on professional development days or use time in the place of regular faculty meetings.
• Along with several staff members, meet with the presenter to grid out what topics will be addressed during each session.  Know what the outcome should be at the end of all sessions and communicate this to staff throughout the year.
• I am a stickler that a consultant will let staff know at the start of the session what they will learn.  Also, there must be collaborative opportunities during the sessions, and a task staff will try in preparation for the next meeting.
• It is critical for the principal and other administrators to be part of all sessions.  In my school all teaching staff, guidance staff, and administrators attend.

 

When reading this, you might think, O.K. it’s great, but it could be expensive. My counter, it is not if you cut back on sending staff to conferences and trainings.  It is not costly if you consider the gain of all staff in your school receiving training instead of a few, or replacing “train the trainer” models which I do not feel are very successful. Bring on-going professional development to your school it is the best way to generate excitement and energy for a full year.  It is a positive and significant shift away from the one and done sessions and the false expectations that this method can bring change to a school.  You want positive change to impact students and staff.  Choose a school focus that is inclusive and work on it all year long through purposeful professional development.

Read more of my blogs on ScholasticEDU

Check out my book, The Principal’s Leadership Sourcebook, By Evan Robb, Scholastic

Educators and departments of education often believe that’s what’s new in learning will bring about significant change. I remember when filmstrip and film loop devices, as well as cassette players, were going to change education. In learning centers, my fifth-grade students watched filmstrips about history, science, or math; they listened to tapes of authors discussing their books.  For several years, classrooms had a television monitor, and part of the curriculum was students watching science experiments and listening to current events. In those moments, we believed this was cutting edge learning! WRONG!

Today, most classrooms have several computers and tablets and soon all students will have a laptop and/or a tablet.  Beware of using technology to continue practices that need to go: completing worksheets, answering questions at the end of each chapter of a book, or looking up a list of words on an online dictionary. Technology, used well can enhance learning and the digital natives you teach will appreciate Padlet, which allows them to respond to a discussion or story in real time, Storybird for digital storytelling, and an app to create digital portfolios.

Changes in education are abundant and continually happen. However, if we look back, we can see some of these past needs—must-haves—have faded away.  I’d be hard-pressed to find a filmstrip, film loop viewer, television, or a cassette tape player in any classroom today.  So now, it’s time to state one truth: needs and wants in education change, but there’s one exception: books.

        Too many educators in administrative positions in school districts and in state departments of education believe books are a want and not a need.  Instead of investing in books and teachers, too many schools purchase expensive reading programs on computers, believing that technology will transform students reading far below grade level into readers. Reading short selections on a computer, working on skills in isolation, and answering a set of multiple-choice questions doesn’t improve students’ reading skill. Looking for technology to make a quick fix can’t work as interacting with a computer doesn’t develop students’ ability to read long, complex texts, discuss texts, become active listeners, develop stamina, and analyze details. I’m in favor of using technology to enhance learning, not to replace interactions between students and a highly skilled teacher. All readers, especially those in grades 4 to 8 reading at a primary level need a skilled teacher and books.  And here are ten reasons why.  #booksandteachersmatter

Ten Reasons Why Books and Skilled Teachers Are Needs     

1. Skilled teachers love to learn. To become a skilled reading teacher means keeping abreast of the newest research and best practices. Skilled teachers read professional books and articles and join Twitter to develop a PLN (Personal Learning Network) so they can make a difference in the reading lives of children.
2. Reading is social. In addition to students interacting with the book’s author, they benefit from interacting with peers during guided reading, student-led literature circles, and book clubs. A need to share emotions, fears, and predictions are part of reading. Conversations bond readers to books because talk can affect their hearts and minds. To share ideas with others—to talk about books in a group or conference—not only improves recall and understanding but also invites readers to organize their ideas so listeners understand them.
3. Teachers provide face-to-face positive feedback. Working with small groups enables teachers to notice and spotlight interactions that work. Building on positive behaviors—“I notice how you found evidence to support your inference.” or “I noticed how well you used picture clues to figure out that word’s meaning,”–develops the self-confidence students need to continue to work hard.
4. Teachers form relationships that motivate students.  It’s impossible to form a meaningful relationship with a computer. But when teachers and students interact with books, opportunities abound to develop trust and experience humor in a nurturing environment.
5. Teachers make decisions to support readers.  Computers can grade multiple choice tests and cite the number right and the type of questions a student missed such as factual, main idea, inferring. A skilled teacher offers helpful feedback in the moment and then uses what students say and do to make decisions about interventions and next steps.
6. Teachers cultivate critical thinking and inferring. Whether working with a small group or one-on-one, teachers can model the process of inferring or using context clues to determine a word’s meaning.  By thinking aloud and modeling, teachers build students’ mental model of how a process works.
7. Books by the finest writers should be read.  When students read beautifully written, engaging books, they also learn about excellent writing and how specific genres work.
8. Volume matters. The number of books students read with the guidance of a teacher and the amount of independent reading they complete matters.  The more students read and practice, the more they improve and move forward.
9. Picture books develop visual literacy. Instead of reproducible books, learning to “read and interpret” outstanding photos or illustrations is frequently students’ introduction to art and critical thinking.  
10. Poetry cultivates fluency and comprehension. Follow Tim Rasinski’s advice and research and have students select a poem a week, practice saying the poem to a partner, and performing the poems to develop fluency and improve vocabulary and comprehension in an authentic way.         

Closing Thoughts

Remember, no replacement exists for a highly skilled teacher, and every child deserves one. Immersing students in books, giving them choice, and allowing them the time to learn how to self-select a book they can read for independent reading can make a huge difference in their progress and desire to read at home and school.

Books and skilled teachers make a difference in learning to read and developing a rich, personal reading life. Malala Yousafzai understood the power of the book, the pen, and an educated child when she said: “One child, one teacher, one book, one pen can change the world. Education is the only solution. Education first.” Malala Yousafzai  #booksandteachersmatter

Differentiating Reading Instruction By Laura Robb