Effective 

 Professional Learning

Strategy

Call to Action

Link to the Call to Action Presentation

In our journey as educators, we often find ourselves trapped in a cycle of traditional "sit and get" professional learning, where engagement and relevance can falter. This personal experience—rooted in my own classroom teaching and professional learning opportunities—has inspired me to advocate for a transformative shift to a more dynamic and impactful approach.

The alternative model of professional learning I propose moves beyond passive learning to an interactive "go and show" format. This approach emphasizes active participation, real-world application, and collaborative problem-solving. By adopting this model, we can ensure that our professional learning is not only more engaging but also more directly applicable to our daily teaching practices.

To bring this vision to life, I utilized Prezi presentation technology. This tool allowed me to create a visually compelling and engaging presentation that highlights the benefits of the new model and its alignment with our educational goals. The interactive features of Prezi, combined with clear, actionable steps, make the case for why this change is essential and how it can be effectively implemented.

I urge you to embrace this new model of professional learning. Let us move forward together, leveraging innovative tools and collaborative strategies to enhance our teaching practices and better serve our students.

 

Professional Learning Plan Overview

Link to Full Outline 

Incorporating the 5 Key Principles of Effective Professional Learning (PL):

1. Significant and Ongoing Duration:

   • The professional learning plan will last 18-24 months, providing sufficient time for teachers to learn, implement, and refine the ePortfolio strategies. This timeline allows for continuous reflection and improvement, supporting teachers in mastering the integration of ePortfolios into their instructional practices.

2. Support During Implementation:

   • Support Teams consisting of instructional coaches, peer mentors, and tech support will assist teachers during the implementation phase (Months 11-13). These teams will be available throughout the pilot and full rollout stages, offering classroom observations, coaching sessions, and on-demand troubleshooting to facilitate effective integration.

3. Active Engagement:

   • Training sessions will actively involve teachers through hands-on workshops, peer collaboration, and co-planning sessions. From the Introduction to ePortfolios (Month 6) to the Peer Collaboration Sessions (Months 10-12), teachers will engage in creating lesson plans, building their own ePortfolios, and reflecting on their practice with peers, fostering ownership of the learning process.

4. Modeling Best Practices:

   • Modeling-based learning will be central throughout the training. During Platform Training (Month 7), instructional coaches will model effective ePortfolio curation, student reflection guidance, and competency assessments. Teachers will participate in role-playing activities and guided practice to witness firsthand how to implement ePortfolios in their classrooms.

5. Discipline-Specific Content:

   • PL sessions will be tailored to teachers’ grade levels (elementary, middle, or high school). For example, high school math teachers will focus on competency tracking and student-centered reflection. Each level's PL will address the nuances of ePortfolio implementation based on subject matter and developmental needs.

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Professional Learning Plan Sessions Outline

1. Introduction to ePortfolios and Blended Learning (Month 6):

   • Objective: Provide foundational understanding of ePortfolios and blended learning.

   • Duration: 1 full-day workshop.

   • Involvement: Introduce competency-based vs. outcomes-based education and explore the ePortfolio platform.

2. Hands-on Platform Training with Modeling (Month 7):

   • Objective: Train teachers to proficiently use the ePortfolio platform.

   • Duration: 2 full-day sessions.

   • Involvement: Instructional coaches model best practices; teachers practice curating ePortfolios and providing feedback.

3. Curriculum Integration Workshop (Month 8):

   • Objective: Align curriculum with ePortfolio practices.

   • Duration: 1 half-day session (with follow-up).

   • Involvement: Collaborative work on ePortfolio-based assignments, emphasizing feedback for student growth.

4. Aligning Outcomes, Activities, and Assessments (Months 9-10):

   • Objective: Align outcomes, classroom activities, and ePortfolio assessments.

   • Duration: 2 half-day workshops (with follow-up).

   • Involvement: Teachers work in teams to align learning outcomes and design ePortfolio assessments.

5. Modeling and Demonstration Sessions (Month 9):

   • Objective: Model ePortfolio integration practices.

   • Duration: 2 half-day sessions.

   • Involvement: Teachers and coaches demonstrate real classroom scenarios using ePortfolios for project-based learning.

6. Peer Collaboration and Co-Planning Sessions (Months 10-12):

   • Objective: Foster collaboration for co-planning ePortfolio projects.

   • Duration: Monthly 2-hour sessions.

   • Involvement: Teachers design assignments, share strategies, and discuss student reflection practices.

7. Classroom Application and Observation (Months 11-13):

   • Objective: Support teachers in applying ePortfolio practices.

   • Duration: Ongoing throughout the pilot phase.

   • Involvement: Instructional coaches and peer mentors observe and provide real-time feedback.

8. Ongoing Support and Coaching (Months 14-15):

   • Objective: Offer personalized coaching during implementation.

   • Duration: On-demand sessions (as needed).

   • Involvement: Troubleshooting, rubric refinement, and advanced ePortfolio feature guidance.

9. Reflection and Data Review Workshop (Month 16):

   • Objective: Review student data to assess ePortfolio effectiveness.

   • Duration: 1 half-day session.

   • Involvement: Teachers analyze ePortfolios to evaluate student growth and mastery of competencies.

10. Full Rollout and Long-Term Monitoring (Months 18-19+):

    • Objective: Complete implementation of ePortfolios with ongoing support.

    • Duration: Ongoing monthly check-ins.

    • Involvement: Regular reflection on best practices across grades and subjects.

Supporting Teachers During Implementation

• Mentorship Program: Pair teachers with experienced peer mentors to provide in-class support and regular check-ins during the pilot and full rollout phases.

• Instructional Coaches: A team of coaches will offer lesson observations, feedback, and best practice modeling to assist teachers struggling with ePortfolio integration.

Leadership and Stakeholder Involvement

• Leadership Team: Consists of administrators, department heads, and tech coordinators. Leads components like platform training, curriculum alignment, and teacher support.

• Stakeholders: Engage parents and students through informational meetings explaining the goals and benefits of ePortfolios to ensure community buy-in.

Audience and Their Needs

The primary audience for this professional learning plan includes high school math teachers, specifically those teaching Algebra I. These educators need guidance on integrating ePortfolios into their curriculum to promote student reflection, track competency growth, and align with state standards such as the Texas Essential Knowledge and Skills (TEKS). Additionally, the plan addresses their need for professional support during the implementation of new technology and teaching strategies, providing a roadmap for using ePortfolios as a tool for both instruction and assessment.

How Will You Foster Collaboration and Effective Modeling?

• Collaboration: The professional learning sessions emphasize peer collaboration through co-planning workshops, group discussions, and monthly meetings (Months 10-12). Teachers will work in subject-specific teams to design ePortfolio assignments and assessments. Peer review activities will allow teachers to exchange feedback and ideas, building a community of practice focused on student-centered learning.

• Effective Modeling: Instructional coaches and experienced educators will model best practices during the hands-on platform training (Month 7) and modeling sessions (Month 9). By demonstrating how to guide students in curating their ePortfolios and providing constructive feedback, teachers witness first-hand the strategies they need to implement. Additionally, role-playing activities allow teachers to experience giving and receiving feedback, solidifying the modeling process.

How Will You Foster Self-Directed Learning?

• Teachers will be encouraged to take ownership of their professional learning by building their own ePortfolios throughout the training sessions. They will set personal learning goals, reflect on their progress, and seek resources aligned with their specific needs and student requirements.

• During ongoing support (Months 14-15), teachers will have access to on-demand coaching and troubleshooting, allowing them to self-direct their learning as they refine their ePortfolio practices. The use of ePortfolios themselves fosters self-directed learning by giving teachers a platform to document and reflect on their growth, which mirrors the same process students will use in their math classes.

Who Will Lead What Sections?

• Platform Training and Technical Support: The technology coordinators and tech leads will handle the ePortfolio platform training (Month 7). They will provide technical assistance during hands-on workshops and troubleshooting support throughout the implementation phase.

• Curriculum Alignment: Department heads will lead the curriculum integration workshops (Month 8) and aligning outcomes, activities, and assessments (Months 9-10). They will guide teachers in developing ePortfolio-based assignments that align with TEKS standards and ensure that the instructional content is appropriate for high school math.

• Modeling Best Practices and Coaching: Instructional coaches will facilitate modeling sessions (Month 9) and provide ongoing classroom support. They will also serve as mentors, offering feedback, classroom observations, and individual coaching tailored to each teacher's needs.

• Collaboration Sessions: Peer mentors—experienced teachers who have successfully integrated ePortfolios—will lead monthly peer collaboration and co-planning sessions (Months 10-12). They will foster a collaborative environment, sharing their experiences and guiding their colleagues through the process of designing and refining ePortfolio projects.

This leadership distribution ensures that each aspect of the professional learning plan is guided by individuals with the relevant expertise, providing comprehensive support for teachers during the ePortfolio implementation.

References

1. Barrett, H. (2011). Balancing the two faces of ePortfolios. http://electronicportfolios.org/balance/Balancing2.htm

2. Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students. ASCD.

3. DuFour, R., & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. National Education Service.

4. Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). Jossey-Bass.

5. Goodwin, B. (2015). Does Teacher Collaboration Promote Teacher Growth? Educational Leadership, 73(4), 82–83. Retrieved from http://www.ascd.org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher-Collaboration-Promote-Teacher-Growth%C2%A2.aspx

6. Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf

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9. Harapnuik, D. (n.d.-c). Learner's mindset explained. https://www.harapnuik.org/?p=8705

10. Harapnuik, D. (n.d.-d). Reignite the learner's mindset. https://prezi.com/view/WNrNvvkVm9HnRi9jnsAj/

11. Heather Hill. (2015). Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. Harvard Graduate School of Education. Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf

12. Jackson, J. (2015). Is "have a growth mindset" the new "just say no"? https://usergeneratededucation.wordpress.com/2015/09/04/is-have-a-growth-mindset-the-new-just-say-no/

13. Kohn, A. (2015). The "mindset" mindset: What we miss by focusing on kids' attitudes. http://www.alfiekohn.org/article/mindset/

14. Knight, J. (2009). Coaching Approaches & Strategies: Practical Tools for Schools. Corwin Press.

15. McTighe, J. (n.d.). Resources. https://jaymctighe.com/resources/

16. Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. https://www.dropbox.com/s/bd1lvy52bbnjhb1/To%20What%20Extent%20and%20Under%20Which%20Circumstances%20Are%20Growth%20Mind-Sets%20Important%20to%20Academic%20Achievement.pdf?dl=0

17. Texas Education Agency. (2022a). STAAR resources for high school mathematics. https://tea.texas.gov/student-assessment/testing/staar

18. Texas Education Agency. (2022b). Texas Essential Knowledge and Skills for Mathematics: High School Algebra I Standards. https://tea.texas.gov/

19. Trust, T., & Maloy, R. W. (2017). Why digital portfolios? Documenting learning with portfolios. In Digital portfolios in the classroom: Showcasing and assessing student work (pp. 1-16). International Society for Technology in Education.

20. Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). Association for Supervision and Curriculum Development (ASCD).

21. Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. ASCD.

22. Wiggins, G., & McTighe, J. (n.d.-a). UbD in a nutshell. https://carpentries.github.io/instructor-training/files/papers/wiggins-mctighe-ubd-nutshell.pdf

23. Wiggins, G., & McTighe, J. (n.d.-b). Understanding by Design (UbD) white paper. https://drive.google.com/file/d/1exbCO_CUAij0lcQT3st2g4wJ2PIvUhK8/view?usp=sharing