Tag Archives: leadership

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Professional Libraries: Old Fashioned or Underrated?

Bookshelf1I have very few books in my office. Other than a shelf where I keep three particular books that have guided my career and the one or two professional reading selections I have on the go, my personal workspace is devoid of the rows of books one might expect to see adorning the shelves of the principal’s office.

I do a great deal of professional reading. In fact, that is my preferred way to learn. To me however, a book loses its value after I have read it.  Once consumed, it has little function beyond serving as a decorative accessory.

But for those who have not yet turned those pages, the value remains. For that reason, it is important to make this resource available to others. That is not likely to happen if it occupies a permanent sheltered spot upon a dusty shelf.

Every principal has a responsibility to meet the professional learning needs of staff. With what we know about learning and learning styles, we should know that it is important to establish even a small professional learning library in our schools.

Getting up and running

Where does one start? I feel it is important to have a mix of current titles related to teaching and learning, books on health and wellness, inspirational essays, as well as some standard classics.

You will find your own essential titles but from my perspective, here are some “must have” books:
• Servant Leadership – Robert Greenleaf
• Emotional Intelligence – Daniel Goleman
• On Death and Dying – Elizabeth Kubler Ross
• Classroom Instruction that Works – Robert Marzano
• Quiet – Susan Cain
• Multiple Intelligences – Howard Gardner

Whenever I am at an educational conference, I will make a point of stopping by the vendors’ table where one finds books authored by the keynote speaker. When possible, I will get the book signed by the author with a brief message for our school. It is a simple touch but has the potential to create a small connection between the author and professional library borrower.

From time to time, staff members will request certain titles. I try to ensure they find their way into an upcoming book order and a place on our library shelves.

Circulating and (sort of) managing the material

I believe in the honour system to circulate material. I invite not only staff to borrow anything that may appeal to them, but invite visitors to our school (clinicians, consultants, etc.) to treat this resource as their own.

Borrowed material practically always finds its way back to the shelf.  If it doesn’t, it is usually because it had a profound impact on someone that they elected to retain it, or perhaps it found its way further afield. Either way, the resource is in the hands of someone that values it, and a replacement copy is easily acquired.

Location, location, location

reading_chairEndless shelves of professional reading material serve little purpose if housed in a private office. There may be an ongoing invite to others to help themselves, but to make things accessible as possible it is important to create an appropriate location to house the collection.  It might be in the school library, the corner of the staff room, or any other location that staff can peruse the collection on their own time and their own terms. It is important that it is a public area that accessible to all staff. Consider taking a page from libraries and bookstores and install a comfortable reading chair or two.

What example do you set?

I usually have a professional reading selection in my briefcase for those moments when I have the opportunity to get through a few pages and I encourage all staff to do the same. Where appropriate, I will share my thoughts on what I am reading and reference these sources in my discussions with teachers. Just as we encourage teachers to model reading to students, so should principals find ways to model the importance of professional reading to teachers.

Sometimes a book is a pretty good resource!

In our connected world, it is easy to rely on electronic resources to feed our hunger for professional reading material. Blogs (such as this one), web sites and other such resources provide bite sized pieces of information that can whet our appetites for more in depth sources. A balanced approach is most likely to contribute to building sound knowledge base. Without question, a current and well stocked learning library has an important place in the professional growth of staff.

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A Career’s Worth of Advice (In 140 Characters)

geese_flying001I recently participated in a twitter chat where participants were asked to respond to the following question:

“As an experienced educator, what advice would you give to those who are new to the profession?”

While this is not an uncommon question, I had never considered how I might respond in the context of 140 characters. I wanted to state something profound in that limited space, and before I knew it – and practically without thinking – I had posted the following:

“Find the joy in teaching. Ignore cynics. Celebrate small victories. If you lose the passion, move on.”

The fact that this was my immediate response tells me it came from the heart. There was no second thought or reflection to muddy the waters.   I am a contemplative person who tends to over think questions and I possess a tendency to formulate my best responses a half hour after they are required. In this case however, I have to admit that given the chance to rework that particular response, I would not change a word.

Find the Joy in Teaching

When I refer to teaching, I am referring to all of those functions related to public education, from teaching to administration to student services. There is something in these fields inherently related to that altruistic desire to make a difference to a person, a group, a community or beyond. The exhilaration can come from many places and may look different to each person, but there is no doubting you will recognize it when you find it.

Ignore Cynics

I am fortunate to be surrounded by an enthusiastic forward thinking team of educators who tend to focus on possibilities, not obstacles. We know that there is an element out there that tends to see things in a negative light or is quick to point out why things will not work. There is little point in allowing such people to consume your time.

I have a theory about cynics:  these are people that are happy being unhappy. If you address their unhappiness, it puts them off balance, and they seek to restore that balance by finding something to be unhappy about.  Perhaps that in itself is a cynical view, but my point is that there is little one can to do satisfy the cynics, so stick to your vision, focus on possibilities, and move on.

Celebrate Small Victories

To be able to celebrate victories, one needs to be able to identify them. This is really a matter of being present and paying attention to the little details that may otherwise go unnoticed. Sometimes, we get caught up on the one little thing that went wrong for us rather than reflecting on all the things that went well. Be deliberate in identifying and savouring your victories.

If You Lose the Passion, Move On

In a perfect world, everyone in education would be pursuing their passion and that would translate into extraordinary learning experiences for all. The reality is that people and passions change. There is nothing wrong with that, and no one is to blame if one loses the passion for teaching or whatever role one happens to fulfill. However if it happens, it is critically important to acknowledge that reality and makes the appropriate life adjustments. Anything less would be unfair to everyone.

I suspect that without realizing it, I articulated the four principles that have guided my career as an educator. For those entering the profession and following in my path, consider it sound advice.

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Why Good Ideas Die

Idea_BulbYou have a good idea.  You clearly see what your organization could gain from its implementation.  You feel that the benefits are so obvious that acceptance should be a  simple formality.  Yet when the time comes for you to formally share your idea, you find it is met with resistance, loses momentum, and fails to move forward.

We often encounter initiatives that do not have the legs to move beyond the conceptual stage.  This does not necessarily occur because the initiative did not merit consideration; it may simply be a result of poor promotion and failure to understand how to best navigate the political landscape.

The word politics is derived from the Greek word for citizens, and has to do with matters related to decision making.  Understanding the politics of an organization means understanding just how decisions are made.

We work in complex systems. A degree of political savvy is required in order to successfully navigate the road one must travel in bringing an initiative forward.  Having a keen sense of internal politics and organizational culture enables one’s ability to exercise influence and promote a particular agenda.

On the surface, it may appear that some ideas immediately establish traction and gain support.  A deeper analysis will reveal that it is rarely that simple.   Invariably, steps have been taken to do groundwork resulting in an environment in which the idea can flourish. Establishing support for an initiative typically involves the following:

  • Building Alliances

Organizations are driven by relationships.  How we interact with others sets the tone for when we, in turn, look to others for support.  That reality should come as no surprise, yet it is not uncommon for there to be a disconnect between what is put into a relationship vs what one expects to get out of it.

Building good will, establishing an emotional bank account,  creating connections; these euphemisms all speak to the same thing; maintaining a balance between what we ask of and what we offer to our colleagues.

  • Anticipating Obstacles

The worst thing one can do in bringing a new idea forward is to be blind to the potential obstacles to making it a reality.  Not everyone will share enthusiasm for a new idea.   If it threatens established practice or requires new learning, anticipate encountering an element of resistance.  Do not underestimate the possibility that obstacles may be less related to the idea and more related to the people behind them.  Failure to build alliances will minimize the likelihood of success in bringing an innovation forward.

A good innovator will recognize potential obstacles and plan accordingly.

  • Combating Resistance

Perhaps combat is too strong of a word, but that is the reality that the innovator faces in the absence of thoughtful advance planning.  Consider the source of resistance.  What pre-emptive moves could potentially lessen or eliminate opposition to the new idea?    Often, the road can be paved simply by doing a “soft sell” in advance.  This involves working the grass roots, sharing information and responding to concerns at the individual level.  A benefit of this approach is that one encounters resistance in advance and is provided an opportunity to either modify the proposal or develop sound counter arguments prior to putting the idea forward at a more formal level.

  • Showing Grit

The term “grit” has evolved to include a somewhat nebulous definition that encompasses elements of persistence, resilience, will, and a host of other characteristics that have at their root the notion of seeing something through to completion under even the most difficult of circumstances.  Anticipate the need to rely upon these qualities when bringing forward a new idea.  This is critical to building momentum and gaining acceptance.

Countless “good ideas” have died on the meeting table for lack of preparation.  Just as seeds grow best in fertile ground, so will innovations only take root when preliminary groundwork has been thoughtfully carried out.  Understanding the politics of the organization is key to being able to do this to greatest effect.

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School Mental Health: Not Just About Students Any More

mental_healthWe appear to be turning the corner in terms of societal perceptions of mental health.  Though it is still not uncommon for those struggling with mental health challenges to be viewed in a significantly different light than those facing physical health challenges,  there is an emerging focus on the importance of mental health, particularly as it relates to one’s ability to be effective in the workplace.

In schools, we tend to chiefly focus on the mental health of students.  Nearly all professional development opportunities for educators tend to primarily concentrate on youth mental health.  Yet adults working in the school system are not immune to the forces at work in the population at large.  Canadian Mental Health Association statistics reveal that 20% of adults will encounter mental health challenges in their lifetime.  That means one of every five staff members in your school will face such a challenge at some point.

Educators stoically forge ahead to ensure the wellness of students, often at the expense of their own well-being.  I maintain however that we cannot hope to foster the positive mental health of students in the absence of mentally healthy adults.

What is the role of the principal in creating a mentally healthy school?  Before even beginning to address issues at the student level, and effective principal will take steps to ensure a healthy workplace.  Here are some key points on which to focus:

Address the Stigma:

Though the tide is turning, there is a persisting stigma attached to seeking adult mental health supports.  A school principal can address this by openly speaking to the matter, highlighting the resources available to staff (such as employee assistance programs), and making conversations about mental health part of the norm.

A particularly powerful approach – one to which I can personally attest – is to share one’s own experiences in seeking mental health care and speaking about it to others in a matter-of-fact fashion.

Promote Balance

Much is expected of principals, and we in turn expect much from the people around us.  However, it is incumbent upon the principal to become keenly aware of the degree to which adults in the school maintain a positive work-life balance.  From time to time there are significant demands that we are expected to meet.  That is part of what we do.  It is when the adults around us are consistently engaged in work related activities that we need to step in and have a conversation about priorities, and how seeking to achieve balance is not only important for us, but also serves as a healthy example to our peers and to the students with whom we work.

Shine the Light

Principals may exercise influence, both within the school and in the context of the larger school system, to bring this topic to the forefront.  Consider strategies to bring awareness activities into the school.  Seek out professional growth activities for school staff.  Embrace opportunities to advance the mental health agenda.

Workplace mental health is an emerging topic in Canada.  Voluntary standards for workplace mental health have now been developed and with the growing awareness of the associated costs  – there is bound to be an increasing emphasis of the importance of mentally healthy workplaces.

Above all…

Principals – indeed all educational leaders –  must not forgo their own wellness in the misguided view that making sacrifices in this regard can possibly result in a healthy workplace or learning environment. At the root of all of this is the notion of self-care.  Action speaks louder than words, and it is though our example that we can truly make a difference.

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Warm Hearted Leadership

warm heartOver the course of a day one deals with so many people and encounters so many stories.  Each one those stories, and the resulting behaviours, elicits in us an internal response. It may provoke anger, compassion, anxiety, sympathy, and  a host of emotions.  What we feel is beyond our control, but it is our ability to look beyond the behaviours and deep into those stories that is the sign of a warm hearted leader.

The term “warm hearted” is associated with qualities such as compassion, caring, understanding and empathy.  We all possess those traits to some extent, though any one of them can be more or less developed in some individuals than in others.  It is the warm hearted person who, equipped with these qualities, has a keen ability to look beneath the surface -beyond a person’s actions and into their underlying intent – and see the world with compassionate eyes.

How often, when we encounter someone who is displaying an inappropriate response, do we  deliberately ask the question: “what is their intent?”.  Is anger more a means of defence than attack?  Is judgement a way to curtail being judged oneself?  It is surprising how focusing on the intent can quickly re-frame the situation and help one to understand another’s actions.

I intentionally referred to understanding a response, not necessarily accepting or tacitly supporting it through silence.  Understanding the rationale for a behavior is the first step in confronting it however.

I believe that warm hearted people are specially equipped to respond to even the most difficult situations – those that provoke anxiety and distress, that negatively impact on interpersonal harmony and that have the potential to harm the mental health and wellness of themselves and others.

Warm hearted leaders have a responsibility to do even more:

  • They are obliged to not only temper their own responses, but empower those around them to do likewise.
  • They have the special ability to look beyond and beneath – beyond the walls that individuals might build or defences they may employ, and beneath the surface behaviors to which we often react.
  • They have the ability to affect climate and foster a culture of compassion.

To do any less is to squander the gifts that have been bestowed upon them.

 

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Graduation: Not Just a Celebration of Student Achievement.

grad-capThe following is the text of my Principal’s Address to the High School Graduates of 2014.

My mother was the type of person who was cautious about throwing an item away, always thinking that someone might have a use for it someday. So when rummaging through a box of papers some time back, I was not surprised to come across something that I had thought was thrown out long ago.  It was a hand written copy the first graduation speech I ever delivered.  What I mean is that this was the speech I wrote and gave at my own high school graduation.  A speech that I delivered as a very nervous seventeen year old to a crowd much like this one.

I took it out of the dusty brown envelope, sat cross legged on the floor and began to read the words I had written many years ago.  After silently going over nearly all of the speech, I put it down and thought:  how embarrassing!

I could see that I attempted to be witty, and I guess I wrote the best speech I was capable of at that point in my life. Really, I was just glad that the speech was 37 years in the past and delivered in the days before anyone owned a video camera, so I could be certain that no one had any record or memory of those awkward words.

But the last paragraph of that speech was different.  Maybe I felt it would be appropriate for me to end on a serious note.  And as I reflected upon the closing paragraph, I realized that what I wrote then still holds true today.  In fact, it is highly appropriate to share it with you right now, since, I wrote it on the occasion of a high school graduation and I wrote it when I was as old as the people up on this stage today.  Here is what it said:

“Remember that we owe a lot to the people that are with us here today, for they have influenced us, and helped us to become who and what we are.  In a lot of ways, a school is a little world in itself, a world where we learn how to solve problems and adjust to different situations.  Sometimes we mess up, but that is kind of what school is for too.  And when we run into obstacles, we have people around us to help show us the way.”

I did not realize it at the time, but I know now that what I was referring to was a sense of community.  The importance of community is an enduring reality.  The strength that comes from a caring supportive community is as powerful now as it was then.

I look around this room and I see proud parents, grandparents, relatives and friends. I see teachers, educational assistants, secretaries, bus drivers and custodians. You are here because you care and because you want to share in this wonderful community celebration.  You are here, because you are the community.  And while we are here to celebrate the graduation of these students, we also celebrate your contribution in making this happen.

So on behalf of the person you see standing here before you as well as on behalf of my seventeen year old self who is speaking to you from across the years, I wish all the best to these young people, and extend my gratitude to all of you who have provided the support and encouragement that makes their high school graduation a reality.

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The Permanent Bookshelf of Your Mind

3booksI do not keep many books in my office.  While I like to read for professional growth, nearly all the books that I read enjoy only a temporary stop on my personal bookshelf en route to the staffroom.  It is there that I have established a small professional library for all staff, an expanding resource located in a prominent spot and arranged in a fashion so as to serve as a tasteful focal point in that room.

My office bookshelf typically includes books I am currently reading as well as a few prospects that I have on deck.  However, there are three particular titles with which I simply cannot seem to part.  In fact, I have given away copies of them only to later purchase another so that I could have it on hand.  I have found these particular books to be invaluable in helping me define my role as principal.  They are resources I turn to when I am looking for direction and they have helped shaped my reflective practice.  These three titles enjoy a permanent spot on my personal bookshelf:

  • The Power of Servant Leadership, by Robert K. Greenleaf

The subtitle of the original 1977 book Servant Leadership is “A Journey Into the Nature of Legitimate Power and Greatness”.  The key word in all of that is “legitimate”.  People enjoy power by virtue of their position, but true power is characterized by situations where people are willing to work with and for you because they have a genuine desire to do so.  I have concluded that people cannot become servant leaders.  It is either within one’s nature or it is not.  However, there are lessons for all within these pages which highlight how the greatest leaders are those who have genuine empathy, wisdom, and an authentic sense of service to others.

  • The Prince, by Niccolo Machaiavelli

Such has been the impact of this book that the author’s surname has evolved into an adjective, albeit a somewhat undesirable one synonymous with deception and unscrupulous deeds.  However, what Machiavelli offers is a pragmatic view of how systems operate.  His keen observations are as relevant today as they were in the 16th century.  Is it a stretch to think that they apply to school administration?  I certainly don’t think so.  The lessons in this book have helped me to clearly understand many of the processes I see around me and I would be lying to say that I have never exploited that knowledge in navigating my way through the mine field of education politics.

  • Focus: The Hidden Driver of Excellence, by Daniel Goleman

It seemed as though there would only be two books I would keep within arm’s reach during my career.  Then I read Focus.  We live in a world where diverse elements compete for our attention.  It is impossible to respond to every demand, but how are we to react to the expectation to always be on our game and respond to competing requests for our time?  What choices should we make?  Goleman addresses this by encouraging us to take a mindful approach in which we genuinely attend to others, balance our goal seeking with a sense of empathy and strive to focus on what is truly important in the grander scheme.  The impact of our actions ripples far wider than we imagine.

Various factors  shape our character.  We all learn in unique ways, which means that while people like me prefer the printed page, others are impacted by different experiences, a handful of which will undoubtedly earn a prominent place in their consciousness.

What is on your “permanent bookshelf”?

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Value Added Professional Learning: Using Twitter to Enrich the Conference Experience

twitter_appI recently returned from an annual school leaders’ conference.  The format of the conference has remained largely unchanged over the years and followed the traditional approach of keynote speakers followed by breakout sessions catering to more specific interests.

But this year, things were different.  I found the conference focused on relevant topics aligned with my own professional growth objectives, which is what I expected. But what I did not expect was the real time exchange of ideas and observations invisibly occurring amongst Twitter savvy participants which significantly enriched the learning experience.

Participants engage in the sessions in different ways. Some pay rapt attention to the speaker.  Others may take hand written notes to reinforce the message.  Twitter provides participants with another means of engaging in the presentation, and the interactive nature of this resource can result in a rich learning experience

I sense that conference participants who exploit Twitter experience the event on a different level than those who do not utilize this tool.  Conference organizers are becoming increasingly aware of this.  It is becoming more common to see “#conference_name” on registration forms, name tags and the speaker’s podium.  There are numerous helpful articles to assist event planners in embedding Twitter into conferences.

The running dialogue occurring just below the surface has the potential to be extremely helpful in sharing learning reflections, but there is more to it than that.  For those with the ability to exploit this resource, the Twitter enriched conference has the potential to accomplish three things:

  • The collected tweets of people posting their observations comprise notes far more thorough that one person is likely to compile.
  • Tweets enrich the presentation when they provide immediate links to material or resources to which the speaker has referred.
  • It provides unparalleled access to the speaker for follow up.

Participants may choose to exploit this resource or not, but those who are unaware of the potential of Twitter as a conference resource are missing a significant opportunity to enrich their professional learning experience.

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Bi-Tech: Relating to Both the Digital and Analog Generations

old phone new phoneI am of the generation that grew up in a largely pre-digital era. With the pace of technological innovation in today’s world being what it is, nearly all of us can say we have seen a tremendous amount of change in our lifetime. Yet I find myself in a challenging and somewhat frustrating position;  I need to be able to competently use the latest technology while maintaining a skill set related to that which is rapidly being rendered obsolete.

The best way to illustrate the need for this is to reference my own family. I communicate with my adult children via text messaging and occasionally through a social networking medium. Typical of most digital natives, online media is their first choice when it comes to news, sports and entertainment. We carry our smartphones with us practically everywhere and can connect in seconds, although I can count on the fingers of one hand the number of times we actually used those devices as telephones.  Our practice has been to exchange bite sized pieces of text information. I respect that they prefer to communicate in this fashion

My elderly mother receives a daily printed newspaper. She does not have internet access in her home, and relies on the radio and television for her news and entertainment. She has a cell phone and I continue to try to persuade her that the device is essentially useless when turned off.  (From her perspective, there is no reason to turn it on if she is not actively using it.)  She relies on her land line telephone, preferring real time conversation as her primary means of distance communication. I respect that she prefers to communicate in this fashion.

I am caught in the middle with a perspective that yields a unique understanding of both digital cultures.  As a result, I am proficient in accessing communication technologies across generations, something of which I am not confident either generational extreme can boast.

Out with the old and in with the new?

A number of my age cohorts are tech savy, others are decidedly not. As a high school principal, many of the parents with whom I interact typically fall somewhere within that continuum. Does that impact on how I communicate with them?  It most certainly does.

Consider the traditional school newsletter, which continues to be a commonly used communication tool. Stuffed into backpacks and binders, some might find their way home to their intended audience, but many do not. Recognizing that they could improve on their delivery rate, schools began to make newsletters available online or to email them directly to parents, yet they did not necessarily abandon the hard copy backpack-delivery model. This is in recognition of the fact that we are dealing with parents who relate best to a paper newsletter as well as those who prefer to receive that information electronically.

So are schools then to exploit new technologies while maintaining older, even obsolete means of communication?  My answer to that is a qualified no. While we are obliged to communicate with parents and with the community at large, it is our responsibility to enable them to receive information in more current formats and  move away from yesterday’s practice.

IMG_4446aThe Digital Divide.

It has been years since I have sent home a regular printed school newsletter. Our school sends one major newsletter style publication home each year as an insert in the year-end report card. It includes information about the upcoming school year and frequently references the school website as an information source. QR codes direct the more tech savy parents to relevant sections of the school website and it is clearly indicated that this is the one printed newsletter parents can expect to receive. Our goal is education, and that includes enabling the ability to access school information through modern means.

I recognize that some people may be incapable of accessing information through current technology, and for these people we gladly print and send the relevant sections of the school website. These are increasingly rare cases.

Straddling that digital divide can be a challenge. Parents, particularly those of high school students, are largely digital immigants.  While one may deem it necessary to preserve dated strategies to faciliate communication with all parents, the resulting reality sees the same information available in a variety formats and delivery models.  This redundancy is ultimately inefficient.

At some point we must abandon the obsolete.  As communication technologies evolve, so must our practices.

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Professional Development: Don’t Waste Your Time!

professional developmentOn any given day, both my physical and electronic inboxes contain notices about high profile speakers, regional workshops, webinars, seminars, and more – a plethora of chances to build on one’s professional skill set.

Targeted professional development results from thoughtful self analysis culmunating in a professional growth plan. Yet professional development activities also have the potential be an expensive waste of time.  This is most likely to be the case where PD is reactive, pursued with little consideration for personal or organizational needs, and receives no follow up.

I write “The Principal in Practice” to share what experience has taught.  The focus of this article is on how to target PD initiatives and virtually eliminate wasteful PD practices.

Personal vs System Based PD

There are essentially two types of PD – personal and system based.  Personal PD is just that, and related to one’s personal growth plan.  System based is linked to providing those engaged in a shared initiative to develop their skill set in a generally similar way.

Personal Professional Development:

At the start of each school year, I engage each individual teacher in a dialogue regarding their professional goals for the year.  This is an opportunity to have a frank discussion about what they view as their most pressing needs. As principal, my role is to keep a number of influencing factors in the mix, including school goals, Division priorities, effective teaching practices, and above all, student learning.

I typically encourage teachers to formulate two or three goals related to some or all of the above and we invariably negotiate some mutually agreeable target areas.

Those professional goals become the filter through which all prospective PD activities must pass.  When a teacher approaches me about attending a PD session, my first response is to initiate a discussion about how the activity relates to those goals.  If there is a clear connection, my job is to find a way to support that activity.  If there is not, then my job is to redirect the conversation toward the teacher’s professional growth plan and to determining the types of activities that will help him or her to achieve the objectives in that plan.

System Based Professional Development:

System based PD is typically put in place to support a school based or Division wide initiative.  It is challenging to create these types of PD activities because the target population is often at different learning stages.  Some may be well versed in the topic while others are only beginning their learning journey.  Where that is the case, the wise PD planner will turn that into an advantage by exploiting the skills of those who have the background to support or mentor those who do not.

When PD fails

A critical first step in creating meaningful system wide PD activities is to conduct a needs analysis to target interventions.   PD planners can err by targeting too low.  When they fail to recognize that a particular skill set already exists, participants will be bored, and subsequently disengaged from the activity.  Alternately, planners can target too high and by making assumptions about the audience’s knowledge base, they risk disengagement from participants who feel they are in over their heads.

Even a simple needs analysis can inform PD planners about their audience and enable them to create a valuable, meaningful experience.

Follow up

The phrase “drive-by PD” refers to those one-off activities that receive little or no follow up.  While it may be tempting to become involved in a hot topic PD session, such events rarely provide much benefit in the long run.  The concept that any professional development is good professional development is simply not valid.  PD is expensive in terms of both time and money, and there is no excuse for wasting either.

How do you know PD is impacting student learning?

PD activities must ultimately lead to one important thing – an improvement in student learning.  A good PD plan will articulate some means of determining that relationship. What that looks like is dependent upon the situation and it does not have to be particularly complex.  The key elements to include are:

  • Determining the need
  • Formulating the PD plan
  • Carrying out the plan
  • Evaluating the impact of the plan

Stay the Course

It may be tempting to veer off course now and then, but following a well thought out plan will provide the greatest impact in the long run. Our time and resources must never be wasted as we provide leadership and foster professional growth in those around us.