Personalized Professional Development

Here is another post on a question we get a lot in ISD 192.  Personalized PD has now moved to 8-hours of flexible PD for teachers.  Staff get to choose what, where, when, and how to grow professionally.

One of my favorite books is Drive by Daniel Pink.  For me, this was a game changer in our approach to personalized learning at FHS.  Pink spelled out what really motivates people - autonomy, purpose, and mastery.  If you think about our current education system we do not provide our students, or staff, opportunities to leverage any of three drivers in their own learning.  Instead our current system is based on control and compliance which has lead to disengaged students and staff.

So, the question is "how do you incorporate autonomy, purpose, and mastery into the classroom?"  In my mind, teachers have to experience it first hand before they see how these can increase student motivation.  They have to feel these in action.  The only way to do that is to give up some control - something administrators are not always good at.

Over the past three years at Farmington High School we have experimented with various forms of personalized professional development.  We started by flipping some PD sessions and then moved to an EdCamp style format.  The flipping was a good way to introduce staff to autonomy.  They had some control over when and where they watched the video.  The EdCamp model introduced purpose and mastery to autonomy.  Sessions were created based on what staff wanted to learn more.  Each session was tailored to the specific needs and interests of those taking part discussion.

This progression laid the groundwork for our approach to professional development at FHS.  Today is a professional development day at FHS, but you would never know it by being in the building.  You do not see the traditional large group instruction that is associated with professional development.  Instead we set up a framework and turned over the 8 hours of professional development that would have been "given" to them today and teachers were allowed to set their goals for those hours, determine how they would meet the goals and decide how they would share their their learning.  This is exactly what we want our students to be able to do!!!

The results and feedback have been amazing.  Staff love the freedom to determine what they want to learn or improve.  My role has changed from a deliverer of content to a support.  I have more conversations with staff about their learning and how I can support them than ever before - the best part is it is something they are excited about.  My goal in this process is to model this process so they can apply it in their classrooms.  Teachers get to feel how autonomy, purpose, and mastery make their learning more valuable and to be honest more enjoyable.

How can we expect our approach to classroom instruction to change if we do not approach teacher learning differently?

What if the glass wasn't half-full or half-empty?

Some of you may know that I have transitioned to a new role in our district.  I have moved from a principal role to a central administration role.  As I have begun this new adventure I have been doing a lot of reflecting of our district's journey along our strategic path.   I think this post from January of 2017 really illustrates how thinking differently and not being afraid to succeed can lead to great things.



The one nice thing about break is that it gives us time to think and reflect.  My goal is to do a better job of writing my thoughts down in this Blog.  I had a chance to run every day over break . . . I have a lot of thoughts 😃!!

What do you think when you see this?

Most people either see this as half-full (optimistic/positive) or half-empty (pessimistic/negative).  The metaphor of the glass being half-full or half-empty is used all of the time, but what if we approached the glass differently?  What if we didn't worry about how much water was in the glass or even if there was any water in the glass?  How would this transform your thinking?

Over the last five years our district has been on a journey to transform the learning experience of our students.  The one thing I have learned is that the current way of thinking about learning (no matter how you see the glass - half-empty or half-full) gets in the way of true transformation.  We need to look at situations/opportunities differently and develop alternative methods of assessing.  In other words we need to look at the glass differently.

What if we look at the glass like this?

What if we looked at the glass as refillable?  How would this change your approach?  I love this since no matter how much water is in the glass if we do something different we may spill some or all of the water.  This fear of having only a finite amount paralyzes us and prevents us from doing something different - something that may be better than what we are currently doing.

To transform we must think and do differently.  We must not let the fear of failure (or mistakes) prevent us from engaging all students in learning activities that are meaningful to them.  Trying to do this within the current system is difficult, but it can be done!!  We will spill some water, but that's ok . . . we have more!!  I challenge you to look at all situations through a different frame of reference.  An easy place to start is with a glass of water.

Here is the picture that got me thinking about this on a run earlier this week - saw it on Facebook