Model What You Preach: Pedagogy at the Heart of Professional Learning

When I began speaking ten years ago, almost all of my keynotes and presentations consisted of me just speaking at the audience. I was still a high school principal and not a trained speaker and presenter. Thus, I basically just shared what my teachers and students were doing at New Milford High School (NJ) and the evidence that showed how our implementations of innovative ideas were improving student outcomes as well as teaching, learning, and leadership practices. Basically, I felt very comfortable delivering a lecture and talking at people for up to an hour and sometimes more. I even received validation and praise, which only led to me becoming even more comfortable with both my preparation and delivery.

My style remained unchanged for a few years until I began to receive excellent feedback, some of which was critical, that pushed me to rethink how I planned and organized my presentations. Part of this shift came when I started to facilitate workshops that consisted of anywhere from a half-day to multiple days. The bottom line is that I had to go back to my teacher roots and view the adults as learners in a classroom. If the expectation is for teachers and administrators to leave a learning experience with practical, ready to use strategies, then anyone who is leading the professional learning should incorporate a mix of modeling, hands-on activities, and performance tasks (i.e., developing assessments, creating an action plan, learning how to use edtech tools, etc.) in settings that emulate a classroom or school.

Now, I still enjoy the opportunity to keynote. Over the years, I have tried really hard to combine varying emotions, and evidence-based practices all weaved into a coherent story that leaves attendees with tangible action steps. However, this type of presentation doesn’t really emulate what we want to see take place in classrooms or online spaces. Its primary purpose is to articulate why we need to either rethink our practice or embrace new ideas. So, what am I trying to get at? The “why” gets people fired up, but the “how” actually empowers educators to transform their practice. The latter is where anyone who talks the talk relishes the opportunity to walk the walk in the form facilitating professional learning that is not only reflective of what educators in the trenches face.

It all comes down to the importance and power of modeling. When you think about the most impactful presentations and workshops, what they typically have in common is a facilitator who models to a certain extent the pedagogy, instructional strategies, and conditions that a teacher or administrator will experience. I try really hard to do this. For example, in virtually every workshop on digital pedagogy, I outline the following strategies that are tried and true:

• Anticipatory set
• Do-Now
• Review of prior learning
• Checking for understanding
• Guided and independent practice
• Monitoring
• Application of learning
• Assessment
• Feedback
• Closure

With all of the above items, I either model the practice or show a specific example from one of my former teachers or one of the many classrooms I work in as a coach. In other cases, I give the participants time to discuss and then use a digital tool to respond. With longer presentations and workshops, opportunities are provided to create lessons, activities, action plans, and assessments, or learn how to use specific technology resources. Learning happens with the right combination of content, instruction, time to apply to practice what has been learned, feedback, and reflection.

Recently I was facilitating a session that was set up as a cooperative learning activity using the jigsaw method, which is described below.

The jigsaw technique is a method of organizing classroom activity that makes students dependent on each other to succeed. It breaks everyone into groups and breaks assignments into pieces that the group assembles to complete the (jigsaw) puzzle. Just as in a jigsaw puzzle, each piece — each learner’s part — is essential for the completion and full understanding of the final product.

The participants were broken up into four different groups, where each had a specific task to complete. Roles were assigned within each group, a timeframe for completion was established, and accountability structures were put in place. For the latter, I used the tool Lino where each group was assigned a different colored digital Post-It in order to report on their responses to a specific question. The combination of sound pedagogy with the purposeful use of technology replicated what the teachers and students alike could experience in the classroom. Below you can see what the participants created.

Pedagogy should be at the heart of all professional learning, in my opinion. It is hard for some people to change if they don’t experience firsthand what the change looks and feels like. It is hard to accomplish the goal of transforming practice with just a keynote or breakout session. If you lead the learning regardless of your position, take the time to model what you believe in or preach. In the end, if we can’t do this, then maybe we shouldn’t be leading the learning after all.

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6 Ways to Improve Professional Learning

No matter your position in education, you have gone through some form of professional development. In many cases, the act of being “developed” comes in a variety of standard types such as workshops, mandated PD days, presentations, conferences, book studies, or keynotes. Many of these are often the one and done variety or conducted in a drive-by manner. Now, don’t get me wrong; some educators find value in the experiences I have outlined above and have gone on to change their respective practice for the better. However, I would say an equal amount have found little to no benefit. The bottom line is that all educators yearn for quality professional learning as opposed to development that leads to sustained improvements in teaching, learning, and leadership. The image below from Katie Martin sums up nicely what educators want out of professional learning. 

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So where is the disconnect when looking at the typical professional development offerings? Some recent research provides great insight into this issue (Darling et al., 2017):

Research has noted that many professional development initiatives appear ineffective in supporting changes in teachers’ practices and student learning. Accordingly, we set out to discover the features of effective professional development. We define effective PD as structured professional learning that results in changes to teacher practices and improvements in student learning outcomes. Through a review of 35 studies, we found seven widely shared features of effective professional development. Such professional development:

1. Is content focused
2. Incorporates active learning, utilizing adult learning theory
3. Supports collaboration, typically in job-embedded contexts
4. Uses models and modeling of effective practice
5. Provides coaching and expert support
6. Offers opportunities for feedback and reflection
7. Is of sustained duration 

The same focus areas listed above apply to people in leadership positions just as much as teachers, as supported by research. Leaders need consistent support and feedback on all aspects of the position to continually grow and improve, but the most emphasis should be on issues related to instructional leadership that leads to pedagogical change.

Over the years, I have been blessed to be a part of several long-term professional learning projects in schools and districts across the United States. Even though each project is different, each contains an assortment of classroom observations, strategic planning, coaching, and loads of feedback. Through each experience, I open myself to learn, unlearn, and relearn with the educators that I am working with shoulder to shoulder in the trenches. Below are a few lessons learned.

Model what you expect

Adult learners don’t like to be spoken at. Many want to see what a strategy actually looks like in practice and then have the time to apply it. The also really want to see how it can be successfully implanted when aligned with the realities they face. A focus on the why might get educators all excited, but that typically fades when they need more of the how in terms of what the strategy actually looks like in practice. After you model, give people time to apply what they have learned.

Share exemplars

I am always asked for examples of innovative practices in action and what they look like at various grade levels. It is important for many educators to see success through the lens of their peers. By doing so, the task of change becomes more doable in the eyes of those engaged in the professional learning experience. Thanks to being in different schools each week, I have been able to curate so many artifacts that are then used to help others see how a strategy or idea has been implemented successfully (especially from Wells Elementary). Once an exemplar is shared, give educators time to reflect and then plan their activities.

Feedback and more feedback 

Virtually every educator wants feedback, and when delivered the right way, it can lead to powerful improvements to practice. When it comes to ongoing support in the form of job-embedded coaching, timeliness and specificity are critical in the eyes of the receiver. During year two of my continuing work with Wells Elementary, the administrative team asked me to develop videos for each grade level. For example, after conducting walk-throughs of all third-grade teachers time was built into the schedule for me to create a video emphasizing commendations and areas for growth. By the end of the day, six different videos were reviewed by the teachers during grade-level meetings. The goal was then to act on the feedback prior to my next visit.  Always make time for feedback.

Get Creative 

Doing the same old thing the same old way becomes boring not only for those engaged in professional learning but also for the facilitator. That’s why I am always open to ideas from the schools and districts I work with to spice it up. Recently Cheryl Fisher, the principal of Wells Elementary, asked me to create a scavenger hunt. I am so glad she did, as it was a huge success. Here is some more context. The school opened up three years ago, and I have been engaged with them since the beginning.

In an effort to differentiate on this particular day, I was to work with all first-year teachers. After a hands-on workshop with time to reflect and apply what had been learned, I sent them all on a digital scavenger hunt using Goosechase. Several missions were developed where they had to go find evidence of the practice being implemented by one of their peers. Not only did they have a blast, but also we were all able to see how innovative methods have become the standard at this school. Getting creative with professional learning will take a little time on your part, but in the end, it is worth it.

Add some personalization

There is nothing better in my opinion than putting teachers and administrators in charge of their professional learning. I see personalization as a move from “what” to “who” to emphasize a shift to ownership on the part of the educator. For example, I have been working this year with the Corinth School District in Mississippi in a job-embedded coaching role. After spending an entire day visiting classrooms and providing feedback, I then empowered the teachers and administrators to collaboratively plan out their next day with me based on agreed focus areas.

When I was the principal at New Milford High School, I created the Professional Growth Period (PGP). By giving my teachers time during the school day, I let them choose their own path and pace to work on innovative practices. Feedback on what they had accomplished was provided at each end of year conference. In the end, I gave up my time to cover duties, so my teachers could learn.

Time 

Time is critical to success, no matter what professional learning pathway is pursued. As you think about what you want to accomplish in your school, organization, or district, think carefully about how time will be provided. As you have seen above, time is a crucial element in each strategy above.

When it comes to professional learning, either advocate for what you feel you need and deserve, or work to create the types of experiences that educators will find value in.

Darling-Hammond, L., Hyler, M. E., Gardner, M., & Espinoza, D. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.

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The Ascent to Growth

I genuinely believe that most people want to get better in their professional role and they find comfort in growth. Who doesn’t want to make a difference while moving up the career ladder?  However, I say most because complacency, lack of motivation, or not being passionate about the work or the job can inhibit a drive to seek ways to improve.  Since the minority falls in this category, let’s focus on the majority.  For many of us, we are continually seeking out ways to grow and improve professional practice.  Even though the desire is there, and efforts are made, challenges arise.  These come in two primary forms: excuses and people. Let me elaborate on both.

People are our greatest asset, and when we invest in them, success likely follows.  There is no “I” in team, and to achieve goals as a system, the support of many is crucial.  Sometimes though people can play a role that works counter to what we set out to accomplish either at the individual or organizational level.  As much as they are essential in any culture, there are times when they can also impede growth. For reasons that vary, some people are not happy where they are or with the success of others.  What results are concerted efforts to undermine and derail the pursuit of improvement.  

It is essential to recognize both subtle and not so subtle behaviors exhibited by others as you strive to grow. These might be masked by platitudes that get you to rethink putting in the needed time and effort to improve your craft or to move a culture forward. Be confident in who you are and where you want to go. Don’t fall victim to the insecurities, fears, and unhappiness that other people might be grappling with as you work to get better. Even as you strive to learn and improve, a true leader also helps others do the same.  It is okay to focus on yourself when the situation calls, but in the end, helping the people we work with grow is just as important as what we do for ourselves. The process of achieving goals is much more fulfilling when it is a collaborative effort. 

In the words of Jim Rohn, “Excuses are the nails used to build a house of failure.” Now this quote might seem a bit harsh at first read, but if you view it with an open mind, you will see that it is quite accurate. In many cases, we believe we can’t accomplish a task or implement an idea because of the perception that a challenge is too difficult to overcome, or the idea might have failed in the past.  In either case, our mind starts to develop a myriad of excuses as to why something won’t or can’t work.  Common impediments include not enough time, lack of money, or too many mandates and directives. Guess what…these are never going away. Growth will never occur if the will to tackle these, and many other impediments aren’t there. If it’s important to you, then you will find a way. If not, then you will make an excuse. The key here is to focus on solutions, even in the face of some difficult challenges.  

Change is hard at both the individual and organizational level. The ascent to growth will not always be easy.  Maybe it’s not people or excuses that get in your way. Perhaps it is your own mind, which can be the fiercest adversary you face on the path to getting better. Confidence and belief are two of the most powerful forces that help to keep us focused on achieving goals.  Just remember this.  You are only limited by the barriers you develop for yourself. 

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To Move Forward We Need to Let Go

“We can't be afraid of change. You may feel very secure in the pond that you are in, but if you never venture out of it, you will never know that there is such a thing as an ocean, a sea. Holding onto something that is good for you now, may be the very reason why you don't have something better.”  ― C. JoyBell C.

There is nothing easy about change.  The process is fraught with many obstacles and challenges.  Once such challenge that I have yet to write about is that for many of us it is tough to let go of certain things. Our reluctance or inability to move forward when faced with a decision to remain the course or move into uncharted territory can stop the change process dead in its tracks before it even has a chance to begin.  Typically, there are many factors in play, but three common behaviors that keep many of us stuck in our ways include fear, mental habits, and stubbornness. During different points of my professional career, I had to come to grips with each of these factors and how they were paralyzing my role in the change process.  Once I was able to overcome them the next step was helping others to do the same.

We are all afraid of something.  However, we cannot let it stop us from improving professional practice.  Fear of the unknown or failure holds us back from moving forward with change.  I love this quote from Zig Ziglar, “F-E-A-R has two meanings: 'Forget Everything and Run' or 'Face Everything and Rise.' The choice is yours.” Life is all about choices.  We can ill afford to allow fear to hold our learners and us back from what’s possible.  It is essential to understand that if we fear the risk, then we will never reap the reward that taking the risk provides.  When trying something new or different the chances are good that you will fail.  If and when you do, learn from the experience and use the power of reflection to improve practice or yourself. By letting go of some of your fear you will be surprised at what you can accomplish.

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Another issue many people face and have a difficulty overcoming is mental habits. As Jason Silva states in one of my favorite videos, “Once we create a comfort zone we rarely step outside that comfort zone.” When it comes to education, we see many practices that fall into this category, but more on these later.  The toughest adversary that many of us face rests between our shoulders in the form of our minds.  We often think we can’t do certain things or we have been lulled into a sense of complacency.  Without opening up the mind to new ideas and ways of doing things, change will never happen. Think about your mental habits that are holding you back from implementing innovative change. What do you need to let go of first to improve? How might you help your learners do the same within their context?

The last issue that plagues the change process is good old-fashioned stubbornness.  It is a trait that can destroy friendships, marriages, and professional relationships.  I don’t know if anyone knows for sure why people are stubborn, but my thinking is that both fear and mental habits play their part.  What are you holding on to that might not be in the best interests of your students or the people you work with? I believe this question can serve as a catalyst to begin the process of overcoming certain elements that negatively impact not only our practice but also the relationships we strive to create and support.  

Below is a list of five things that I believe need to be overcome if meaningful change and improvement in education is the goal. Each is influenced by fear, mental habits, and/or stubbornness in some way.

Status Quo

The status quo in schools is like a warm blanket on a frigid night – no one wants to get out from underneath it. When it has a tight grip on a school culture, any attempt at change is met with resistance or blatant inaction.  You can all but hear the whispers of this too shall pass, we’ll wait it out, they won’t hold us accountable, so I’m not changing, why risk it or everything is great because we have high test scores. Will you challenge the status quo to improve the educational experience for your learners?

Traditional Grading Practices and Homework

There is a great deal of research out there that supports changes to how educators grade and the use of homework. In light of what the research says and the negative impact on our learners, it has been difficult for educators and schools to let go of these two practices. We often assign homework and grade a certain way because that was either what was done to us as students or what we were taught to do during our teacher preparation programs. One of the most challenging initiatives I ever led as a principal was working with my staff to change how they graded. As our district took on homework. What will you do to improve these practices?

Drive-By Professional Development

In Learning Transformed Tom Murray and I highlight the research that illustrates how drive-by professional development has little, if any, impact on professional practice. The concept of development as a whole needs to change to a focus on professional learning that is research-based, job-embedded, practical and takes into account the real challenges educators face. On top of all this, follow-up and accountability are crucial if the goal is to scale the changes that are being supported by the investments in professional learning. How will you work to improve professional learning in your school or district?

Technology Avoidance or Low-Level Use

This is a two-part scenario.  On the one hand, some people loathe technology and fail to embrace how it can transform teaching, learning, and leadership. The fact is technology is here to stay.  The key is to develop ways to integrate it with purpose aligned to research-based pedagogical practices. On the other hand, some people are in love with the stuff and toys.  Technology has the potential to support and enhance learning in ways that we can never have imagined a few years ago. However, we must not fall victim to the engagement trap and use technology in ways that just support low-level learning.  How will you empower your kids to think and use technology to show that they understand while unlocking their potential?

Grudges

Has someone wronged you, rubbed you the wrong way, or just irritated you for whatever reason? Get over it!  Please take a minute to read this article by Nancy Colier on the subject. As she states, “It’s not about the person who wronged you. It’s about who you want to be.” She continues to explain that the problem with grudges is that they don’t serve the purpose that they are there to serve. “They don’t make us feel better or heal our hurt. When it is all said and done we end up as proud owners of our grudges, but still without the experience of comfort that we ultimately crave, that we have craved since the original wounding.”  What grudges are you willing to let go of to move forward for the greater common good?

Once we better understand the causes of the adversity to change we can then begin to move forward. However, to do so, we must be willing to let go of practices and behaviors that are holding us, our schools, and most importantly our learners from opportunities for growth and improvement.

To move forward, we must be willing to let go.

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