When I have trainings the focus is usually on a new tech tool that we are trying to implement. I do keep in mind that I have different leveled abilities across my audience. This requires me to usually start at a baseline and also be very conscious of what I want all my staff to be able to do in the time that I have. This brings me back to setting goals and being clear with my staff what I want them to be able to do.
In the end, most of my training introduces a new tool and give a base knowledge presentation. After the training I usually can see what teachers want to go further with the new tool or knowledge that I gave them and I work with them one on one at another time. These teachers, then share what they are doing with each other and start to train each other on these new tools. This is just like a classroom when you get students that have mastered an objective and then they can teach others how to achieve this objective. This is the best assessment tool also in my opinion, teaching others.
In the end, most of my training introduces a new tool and give a base knowledge presentation. After the training I usually can see what teachers want to go further with the new tool or knowledge that I gave them and I work with them one on one at another time. These teachers, then share what they are doing with each other and start to train each other on these new tools. This is just like a classroom when you get students that have mastered an objective and then they can teach others how to achieve this objective. This is the best assessment tool also in my opinion, teaching others.
One thing I keep in mind when I am working with teachers it that I want them to go back to their classroom with something that they can use right away. This usually involves them, creating something during our time together. This is what all teachers strive for, students taking something from their instructions and applying it right away.
As I reflect on my trainings and I see that my colleagues are more engaged, and more willing to come to future trainings. I see that my engagement is high and willingness to work for me is high also. This is one of the most important instructional strategies, engagement. If I would not have good engagement I would not have the buy in I do with new tools. This is key when I'm asking teachers to be open to trying something new or to change a method they have been using for a while.
As I reflect on my trainings and I see that my colleagues are more engaged, and more willing to come to future trainings. I see that my engagement is high and willingness to work for me is high also. This is one of the most important instructional strategies, engagement. If I would not have good engagement I would not have the buy in I do with new tools. This is key when I'm asking teachers to be open to trying something new or to change a method they have been using for a while.
If I follow good instructional strategies I see my colleagues benefiting greatly. The more I focus on; clear goals, higher engagement, time, and leveled instruction the better the trainings go. These strategies will greatly benefit my colleagues also just by myself being focused and possibly using my trainings as examples as I work with staff one on one.
I think it is great that you provide time in your trainings to have teachers create something using what you just taught! I wish you were my technology coach when I was teaching...it isn't any fun sitting and listening to someone without having the ability to apply it right away.
ReplyDeleteWhen you say that teachers that master a strategy then help others, at what time do they do this? Is this a set up professional development or is this something that the teachers schedule on their own, like during plan time or after school? My favorite thing ever was getting to observe my team teachers teach their classes, but our principal brought in subs for our classrooms. This was so beneficial for us to do, but unfortunately it just can't be done that often!
We usually have times during common plan times that teachers share what they are doing. Also one of Professional Development Days our teachers apply to present and we run our own mini conference. This have become one of our best PD days and teachers are loving the idea of learning from each other.
ReplyDeleteOne other method we are trying is "Turn-Key Trainers", this is a program where we have master teachers in each building and when a staff member requests a training those turn-key trainers set up a professional development either after school or before school on their own time. These turn-key trainers would be required to do so many trainings and also attend training sessions themselves during the summer. Nothing has been set in stone yet but we are looking into this.
Engagement is key. Most teachers will tell you they want PD that is hands on and that they can take back to their classroom and try with little preparation.
ReplyDeleteI agree that the engagement piece so so important-and not just with children. It's hard to present tech trainings to groups of teachers who don't see value in using technology. One thing we've found helpful in our district is to differentiate tech trainings, so beginners can get slower more deliberate help, and advanced users can move past what they already know and dive into the "new" stuff. It sounds like you have a lot to offer the teachers you work with, and that's got to influence their instructional practice.
ReplyDeleteI'm just diving into this role. I do think that my district teachers don't feel pressured to try new things right now, they feel like it is at their pace. The students seem to be pressing the issue, by asking teachers why don't you do this like so and so. This has created great buzz in our building.
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