Professional learning plan

Camilla C. Moss

Blog 3

Previously I shared that I have started a new job in a school district closer to my home.  One of the major benefits of my new position is that I worked in the district previously.  I recognized many faces at the meetings I attended this week.  One of the challenges to my work is that the position/ role I will be filling is new to the school.  This week, I have spent a great deal of time with my administrators determining my roles and responsibilities.  One of my new responsibilities will be to serve as the Literacy/ Instructional coach for my school.  During our discussions, administration identified targets for professional development based on school and district data.  Using my previous experience in the school and the recommendations from the director, I have created a professional development plan for the school.  We will be using a combination of professional learning communities and traditional trainings to develop instructional capacity in the teachers. I believe that the plan is appropriate and will be effective in supporting the teachers, but I still have concerns.  Since I haven’t observed in the classrooms or received input from the staff, I’m worried about staff “buy in” for professional development.  How have you dealt with this in your previous experience?  Did you make a professional learning plan then adapt or change it over time? Did you survey the group to get feedback on desired professional learning?  While the teachers at this school have received professional learning in the past, there hasn’t been an effort to monitor its effectiveness over time.  How do you monitor the effectiveness of your professional learning?   Finally, how do you deal with staff that push back against change?  Not surprisingly, there are some staff who are set in their ways and not receptive to change.  What strategies have been successful in bringing around reluctant staff?  Any input is sincerely appreciated!