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When Teachers Lead Their Own Learning November 1, 2018 | Volume 14 | Issue 7 Table of Contents
Administrators' Support Matters for Teacher-Led Learning
Gretchen Bridgers
Learning is not an activity reserved solely for students. Every year, teachers spend significant amounts of time attending on-the-job professional development. School administrators provide these sessions to teachers. These sessions are intended to help fulfill state-determined licensure requirements as well as to be a valuable resource for continual learning—but they often leave educators with mixed feelings.
The Majority, Not the Individual, Drives Decisions
In my experience as an educator, most administrators oversee the financial side of professional development for teachers, which means they are often the ones who decide the content of the sessions. They might decide topics based on district initiatives, current instructional programs, or what they believe are the most important skills teachers need.
The problem with this approach is that one decision is made for a large group of teachers, all of whom have a variety of instructional skill levels and learning needs. This method ironically goes against the current best practice of differentiating instruction in the classroom to meet the needs of students with a variety of skill levels. As a result, many frustrated teachers sit in on sessions that do not actually meet their unique learning needs for professional or personal growth.
Luckily, a movement has spread across the nation to allow teachers to be in the driver's seat for their own professional development. Some schools set up professional learning communities, or PLCs, within their buildings so that teachers can learn in smaller groups of learners with similar needs, differentiate learning, and increase ownership and motivation. For example, teachers might organize groups vertically across multiple grade levels, horizontally across the same grade level, or by skills or content area expertise.
In addition, the advancement in technology has made access to quality learning opportunities more available to educators, who can virtually "meet" others with similar needs and interests to discuss educational trends and topics through avenues such as EdCamps, Twitter chats, and Facebook groups. These options make learning accessible anywhere, anytime, for anyone.
The Effects of Individualized Learning
Professional learning communities give teachers exposure to current best practices and support through collaboration with peers and instructional experts. As educators enhance their skillset, they can better identify students' unique needs.
For teachers to take charge of their own learning, especially in schools where they are used to school or district leaders dictating professional development, they need encouragement from administrators. As a teacher, a new teacher coach, and a PD consultant, I have had to approach professional development opportunities from many angles to find what works well for teacher-led implementation. Here are four ways administrators can encourage teachers to take charge of their own learning experiences:
Teachers must also take responsibility to make learning opportunities in and outside of PLCs successful:
When teachers lead their own learning, everyone wins. Replacing prescriptive professional development with more individualized practices tailored to educators' personal challenges, interests, and strengths ensures that every teacher can grow in productive ways.
Gretchen Bridgers is a teacher trainer and education consultant with a decade of experience as an elementary educator in both urban and suburban environments located in Charlotte, N.C. She holds a master's degree in curriculum and supervision and earned her National Board certification as an early childhood generalist in 2012. Her website Always A Lesson features webinars, educational resources, and a podcast to empower educators. Follow her on Twitter @GSchultek.
ASCD Express, Vol. 14, No. 7. Copyright 2018 by ASCD. All rights reserved. Visit www.ascd.org/ascdexpress.
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