Tag Archives: practice

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6000 Days of Teaching

GeeseI am approaching the end of my 30th year as an educator.  Let us assume that a school year is composed of 200 teaching days.  Granted, those in the profession know that does not reflect the reality, as a teacher’s school year always starts well before the first day of classes and includes significant commitment outside of the regular school calendar.  However, for the sake of keeping the Math simple, let’s consider it in this way: 200 school days per year x  30 years =  6000 days.

My 6000th day is on the horizon, and it will be my last.

It all comes down to this:

A reflection on such a journey could focus on changes that have occurred over time or enumerate the host of lessons learned.  But memory lane is a meandering path and there is little to be gained from traveling that road for very long.

I have of course given great consideration as to “what comes next”.  There is no reason to expect that the characteristics by which one was defined during the course of one’s career will suddenly change when that career comes to an end.  That indicates to me that life after day 6000 is likely to largely resemble life before day 6000.  I will remain an enthusiastic learner and continue to seize opportunities to build capacity in those around me.

And as I leave it is my hope that at least to some extent, those characteristics will have imprinted on others so that what remains is an enduring and mutually supportive learning community.

Therefore, it is with a high degree of confidence that I can honestly say that 6000 days have taught me that public education really does boil down to those simple words: enduring, mutually supportive learning.

What matters, and what doesn’t:
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Shifting demands placed upon our public institutions have the potential to cause strain to the breaking point.  The above phrase can serve as an effective filter when faced with the flood of initiatives, programs and processes that attempt to find their way into schools.  That which stands up to scrutiny is worthy of inclusion in public education.  That which fails to pass the test must not impose upon the critically important work we do.

The key word of course is “learning”.  What else should schools possibly be about?  Under no circumstances should that be limited to teachers teaching students.  Terms such as “learning community” imply that we are all learning from each other. Certainly, teachers facilitate the learning of their students, but example is the best precept;  every individual concerned with public education must be grounded in a mindset that continually prompts consideration of the question:  What will I learn today?

It is imperative that no one person, group, or ideal exerts so much influence that direction is lost in their absence.  Public education must continually move forward, building on individual contributions and enthusiastically embracing new opportunities.

To that end, I hope I have contributed to creating the architecture within which people are inspired to embrace and share learning and that I have somehow impacted upon the interia that will keep it all moving forward.

If that is all that I have been able to accomplish, I consider my 6000 days well spent.

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3 Reasons I Don’t Follow You on Twitter

twitterfollowicons1Having been “on Twitter” for quite some time now, I feel I have developed a good understanding of the benefits and limitations of this tool.

In a recent post, I questioned why anyone in the educational system would not actively leverage the professional networking power of Twitter to build upon their skill set. Properly used, this tool can be a game changer in terms of professional networking and collaboration.

It takes time to build a meaningful network of associates. This can happen in a number of ways, but the end result is a cadre of colleagues with whom one can exchange ideas and seek support.

Having said all of the above, I do find that there are occasions where I have elected not to follow a particular colleague, or simply dropped someone from the list of people I follow. While I truly do want to know what people have to say, there are a few practices which will discourage me from following some individuals.

The line between personal and professional is blurred

I don’t like to “unfollow” anyone, but if my professional twitter feed is peppered with comments from someone about their personal life I tend to end that particular social media connection. Tweets about hobbies, pets, or random observations should be confined to one’s personal account.

It is important to delineate between the personal and the professional. I use my professional account to connect with colleagues in the field. My personal account is used to follow and comment on topics related to local news and personal interests. Those that try to do both from a single account may find followers within the profession driven away by tweets that are primarily personal in nature and that do not advance the professional conversation.

It is not difficult to toggle between two accounts or more if necessary. Tweetdeck allows one to manage multiple accounts. Those interested in both your personal and professional life may elect to follow both accounts.

You re-tweet too much

Selectivity is important. It is not necessary to retweet everything that one find useful. Give careful consideration to what is shared. If it enriches the ongoing professional conversation, then by all means, share what has been discovered. I find however that I do tend to reconsider following those whom I find are making a disproportionate contribution to my twitter feed.

You don’t post original tweets

I am very interested in what is on the minds of the people I follow. At the outset, retweeting may be how many people participate the conversation. However, we all have our own thoughts and opinions. I want people to weigh in on current topics. The information they share can enrich and inform our professional dialogue. Everyone’s opinion matters, and social media sites are the ideal places to make statements, solicit responses, and engage colleagues in meaningful dialogue on current issues.

I consistently promote the power of social media and seek new ways to leverage this resource for professional growth. As it rapidly becomes common professional networking practice, it is important for all of us to avoid practices that may detract from our voices being heard as they should.

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The Shortcoming of a High School Diploma

Graduation_icon

The following is the text of my Principal’s Address to the High School Graduates of 2015.

To receive a high school diploma in this province, a student must complete a minimum of 30 credits and meet the graduation requirements in one of the four recognized programs. That means the student must have successfully completed a certain number of credits in English, Math, History and so on.

That’s it.  That is the basis on which a high school diploma is awarded.

For various and largely historical reasons, our society has structured the educational system in such a way that one is expected to start school at a certain age, develop abilities to read, to write, to understand Mathematics and have some knowledge of Geography and History and various other subjects. One generally completes the public education program within a prescribed number of years, at the conclusion of which a high school diploma is presented.

So what does it mean to have a high school diploma?  Does it mean that the recipient would be a good employee? No, not necessarily.  Does it mean that the person is likely to be successful in post-secondary study? No, it is no guarantee of that.  Does it mean that he or she is dependable, hard-working, responsible, or possesses the characteristics of a good and compassionate friend? No, it doesn’t directly mean any of those things.

Of course, the habits and personal attributes that help a person successfully navigate through high school may very well transfer over into helping achieve success in whatever the next stage of life might bring. That much is true.

But make no mistake; a high school diploma, by our own Department of Education’s definition, simply represents that the recipient has demonstrated knowledge of particular learning outcomes, and earned the prescribed number of credits.

That’s all.

The reality however is that the educational process is a lot messier, and far richer, than that.

Grad_graphicLater in this event, we will be distributing high school diplomas. That has traditionally been the high point of our graduation event. Like an exclamation point at the end of a sentence, it punctuates the graduation ceremony with a crescendo like ending. Understand however that the diplomas we hand out are really not the focus of this event. I say that because high school graduation is less about the paper and more about the person.

When guests walked into this banquet hall today, they may have noticed the names and pictures of each individual graduate posted on the wall. The name of every student is prominently listed in the graduation program. When the Valedictory address is given later in the program, I suspect it will reference the unique characteristics of each student, and how those people enriched the social fabric of the school.

Therein lies the shortcoming of high school diplomas. They fail to tell the stories of how they were achieved. It is those stories and each person’s experience that brought them to this point that is really the focus of this celebration.

In this province, high school diplomas are created and distributed by the Department of Education, and each school in turn prepares them for their graduates. This gives us a little bit of control over how they look, and I want you to know that I consciously chose to have them prepared so that the item in the largest font – the one thing that stands out above everything else – is not my signature, not the name of the province, and not the name of the school. It is not even the words “high school diploma”.  It is the name of the graduate.

Your name is the most import thing on the diploma, and your individual stories are what we are celebrating here today.  That is what graduation is all about.

It’s not about the paper.

It’s about you.

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The Dress Code Dilemma: Navigating to a Solution

clothes_closetControversies related to school dress codes continue to be on the public radar. Educators are being asked to make judgments and enforce rules to which clearly not everyone can agree. What constitutes appropriate dress at school, and why is this issue a regular media focus?

Rules = Values

Rules reflect values. Any time we attempt to formulate a rule, regulation or guideline, the process is going to be flavoured by our own perspective. Variety within the school community tends to result in rules that reflect a wide range of perspectives and an attempt to respect the generally accepted values of the community. Yet at some point, a judgment is made as to what is appropriate. Whoever is ultimately responsible for making that call is susceptible to criticism from those with conflicting views.

Which path to choose?

One approach is to establish a code that clearly articulates what is and is not acceptable. A strict code typically appeals to those who view things in black and white. While this approach may address matters to some degree, it falls short in two areas. First off, things are rarely as black and white as they seem, and matters which land in the inevitable gray area still require someone’s interpretation. Secondly, this approach requires that people buy into a particular set of values which they may or may not share. When conflict arises, who is in the right, and on what basis?

Another approach is to be intentionally vague about what constitutes appropriate dress. This allows one to view matters in context, provides flexibility, and leaves room for negotiation. The potential drawback to this approach is related to consistency. It is imperative that all those charged with monitoring an informal dress code of any sort have a shared understanding of what is permitted and what is not and are prepared to support that standard.

Who owns the “problem”?

students_hallwayRecent incidents related to student dress codes violations have focused on the question of just who is at fault if one student’s clothing causes a distraction for another. On the one hand, there is an argument that students should not be permitted to wear what may be considered by some to be “revealing” clothing at school, while on the other there is the contention that the problem is instead related to the how a person views others who sport such clothing. Is this a dress code issue or is it a societal issue related to a sexualized view of individuals based on their attire? What about other attire that some may consider distracting, such as T-shirts emblazoned with words or images that some view as inappropriate? Those hoping for a clear and simple resolution to this quandry are likely to be disappointed.

The best response

In the face of all this, what is a principal to do? First off, it is important to acknowledge that regardless of one’s position, one is going to be operating from a personal perspective that will not necessarily be shared by all. However, schools are not separate from their communities and as such, the values promoted by the school should be reflective of those generally accepted by the greater community. Anything else would be hypocritical.

It is not unreasonable for schools to articulate that students dress in a fashion  reflective of the typical community workplace standard. That expectation allows for reasonable flexibility and is unlikely to face significant opposition. In fact, that expectation alone should be enough of a “rule” to cover practically any circumstance. Where that is contravened, the wise educator will seize the opportunity to engage the students – and others, as appropriate – in relevant dialogue and seek a resolution that leaves everyone with a greater sense of understanding.

Regardless of whatever decisions are made, one must always expect them to be challenged. Evolving societal standards make that a certainty.

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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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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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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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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.