Vitalia Acosta
Call to Action!
There is a broad consensus that students learn when their teachers learn. A second premise indicates that for teachers to learn, it is necessary that educational communities become learning organizations (Montecinos and Cortez, 2015).
The advancement of digital technologies worldwide has opened up endless possibilities for accessing information and learning together. In this scenario, we are convinced that one of the fundamental roles a teacher must fulfill is not to transmit what he knows but to guide students so that they discover a universe of meanings and learning they had never imagined. Education is in motion, inviting us to rethink ourselves to discover our motivation to continue learning.
To educate today, we must feed the desire to learn constantly. Our students need educators who continually improve their practices, learning from and with others. For this, building new leadership to improve teaching and learning is essential.
In an increasingly globalized world, inspiring our students to collaborate to contribute positively and participate responsibly in the digital world is essential. This challenges us as teachers to design authentic learning activities and environments that recognize and consider the diversity of their students.
Thanks to technological advances, today, we can know much better how our students learn. Through intelligent digital platforms and resources, we obtain data about their difficulties, how they overcome them, their interests, and much more. Therefore, it is crucial that, as teachers, we understand and use the data we have to improve teaching and support students in achieving their learning goals. Technologies allow us to expand the framework of action and make what previously seemed impossible today available to everyone.
On the path to personalizing learning, technology gives students control over how they learn, making learning relevant to their lives and preparing them for the future. Thanks to technology and access to resources beyond the classroom walls, students are inspired to solve problems and become critical thinkers, collaborators, and creators of new knowledge on their own while communicating their thoughts with others. Teachers and classmates. Innovation Plan Students develop a lifelong love of learning when technology is successfully integrated into classes.
The idea of professional development is a continuity process that goes far beyond “initial training” and then “training.” It aims to establish collective work modes that include individual reflection in the same settings where pedagogical practice occurs: the school. It is “the process by which teachers, alone or with others, review, renew and develop their commitment as agents of change, acquire and develop knowledge, skills, and intelligence.
From this conception of professional development, teachers must participate in annual training, which supports the design and implementation of various didactic projects. Form Work Teams. Forming these teams makes it possible for teachers at the training level and at the destination to pool their knowledge in a shared and horizontal manner to develop a team project.
Simultaneously conducting professional learning while our school year is underway would be an absolute challenge for all of us teachers who want to stay up to date to effectively and efficiently deliver learning to our students, who we must remember are lifelong learners. Teachers must make a double effort to achieve what is established. However, I can propose learning even for hybrid teachers, that is, online and in-person training, and it will allow us to better prepare from the beginning of the school year to the end of it. With my help and demonstrations, it meets the requirements for effective professional learning, and to achieve this, I want to implement the five principles of effective learning.
Teachers obtain the specific tools, knowledge, and skills to offer modern and innovative educational solutions that address the learning needs of their students.
1. Teachers need the opportunity to practice and implement the strategies they have learned; they need time to implement any new learning they gain, but they also need the ability to practice implementation. By implementing the practice in the classroom, the teacher directly transmits what has been learned to the students problem-solving, thinking, and criticism. This learning should directly affect the students, and that impact should be visible in the classroom.
Within the professional learning plans, the most important thing is to provide continuous training that is not limited to short or long-term courses or workshops to support the growth of educators. In addition, it is necessary to take into consideration at this stage, maintaining communication and coordination
effective (feedback), and thus significant changes occur.
If we expected them to grow in those areas, we had to plan our professional learning around those specific needs” – Stephanie True, Director of Instructional Programs, Affton School District.
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2. The reality is that teachers need professional learning to impact the classroom with their new learning. Teachers need more on-demand and on-time learning opportunities, and so do our students. Teachers need differentiated instruction, the ability to process and work with materials, and time to implement classroom strategies. Teachers also need ongoing support.
In one day, teachers can get a lot of helpful information from an expert in the field. Another truth is that much of the professional learning is relevant to teachers, just like in our classrooms. This is especially true because we now know more about how people learn. If we have better instructional models, we should be using them.
It is essential that schools and teachers can implement classroom changes, including using technology to improve student learning in ways that support critical thinking.
3. We must remember that the teacher and the educational administration share responsibility; they fundamentally depend on the measures taken to support the training plan of each teacher. Using surveys to guarantee equity, priority can be given to certified teachers' quality in the performance of their teaching activity. By doing so, we indirectly communicated to all staff that we value everyone's learning and professional growth” – Shannon McMurray, Professional Development Coordinator, Riverview Gardens School District.
Teachers who learn are teachers who are growing and modeling for their students. But just like our students, teachers must practice new strategies and have feedback on their progress. Hopefully, some of these ideas will help teachers go from a day of professional learning to a lasting impact on students in the classroom.
4. Teachers need time to implement any new learning they gain but also the ability to practice implementation. If training has no practical application in the classroom, one should question why the teacher is learning about it in the first place. Any new learning should directly affect students. As teachers practice something new, they may fail. It may not turn out as well as they would like, and this can make teachers nervous. I feel this is a great model for students.
Teachers can tell students they have learned something new and want to try it with the class. This type of transparency helps students see how learning works and shows that students are expected to learn and try things outside their comfort zone.
Professional learning content must be aligned with the standards and the curriculum teachers use; professional learning must contribute to measurable improvement in student achievement. It must be intellectually engaging and address the complexity of teaching. The needs assessment
5. Clearly define a plan to evaluate your plan throughout the year.
You will be able to identify your objectives through introspection about your future, taking into account establishing clear objectives, working hard to achieve them, identifying strengths and achievements, and evaluating the stages of the process and whether your needs have changed until you reach your goals and objectives. It is not just about gaining and expanding academic skills but rather facilitating a comprehensive development of your skills and experiences. It will help you recognize and articulate the range of skills and experience you have acquired so that you can draw on them when necessary and identify areas of professional development on which you would like to focus.
References
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5 Principles of Professional Development for Teachers | Edmentum Blog
It's About Learning | ADL Program Map (harapnuik.org)
Research Says / Does Teacher Collaboration Promote Teacher Growth? (ascd.org)
https://www.ascd.org/el/articles/does-teacher-collaboration-promote-teacher-growth
What Is Professional Learning? (With Benefits and Examples) | Indeed.com
Shannon McMurray, Coordinadora de Desarrollo Profesional, Distrito Escolar Riverview Gardens.