I have just commented on Derek Wenmoth’s blog regarding what makes effective teacher PLD. For those who are not in education that means Professional Learning and Development.
As an EdD student, I am also a teacher in her 42nd year of teaching. I do feel odd in my dual role from time to time. It feels most odd when I am treated as an inexperienced student by university teachers. Good for the humility, for sure.
Back to Derek Wenmoth’s blog again… You would think I might know a thing or two about teacher PLD, having experienced all sorts over the past four decades. I know what works, in other words, what helps me teach most effectively and what helps me raise achievement levels for my own students in my own school.
As I suggested to Derek, confirming his post about the recent publication, Teachers Know Best, that “in order to be effective, teacher PLD needs to be teacher-initiated.
I love the phrase that I think comes from Dr Lorraine Munroe, that secondary schools have “over-permeable boundaries.” We are pushed and pulled from all directions – students, parents, school leadership, community, subject associations and advisors, national curriculum and assessment requirements, and more often than not their demands are contradictory.
Teachers are professionals who have spent many years training in the university and many more years training in the classroom, and who actually know a thing or two about their field of expertise, including, what will aid the teaching and learning that occurs in their own classrooms.
Effective PLD has to be teacher-initiated or else it becomes an exercise in compliance and box ticking.”
The best PLD for me and my students is my being an EdD student and researching matters that are relevant in my classroom amd therefore possibly but not necessarily in the classrooms of my colleagues.