Differentiating Professional Development for the Teacher

September is over half way through.  At this point, many of us have sat through at least a handful of professional development sessions this month.  Having served on the professional development committee for four years, I can say trying to plan (and execute) professional development is not easy.  Between the demands of the district and in-school needs, there is barely any time left to provide teachers with what they feel is important. In conversations with my 'teacher-friends,' I have found this leaves many feeling frustrated, seeing it as a waste of time instead of an asset to teaching.  Therefore, here are some quick tips to make professional development worthwhile to the audience, the teacher.

-Provide an opportunity to create a finished product.
At the very least, even if partially finished, teachers like to walk away with something they can use in the classroom.  Last year I took part in workshops on using online apps in the classroom along with creating and using websites.  The fact that we were given time to CREATE our own teacher websites made this one of the best professional developments I have attended.

-Differentiate...for the teacher!
Many times, presenters like to model best practices in their workshops.  However, differentiation isn't always one of them.  I have sat in on workshops for something I have given training on before!  Needless to say, our inner teenager kicks in.  Doodling, the tiles on the floor, the ticks on the clock all become more interesting and entertaining than what is going on.  Differentiating, even if it is splitting the whole group into groups based on the levels of knowledge on the topic, can allow for teachers to work on different paces and in what they need.  Having groups present one thing they accomplished/learned/found interesting can share new knowledge and ideas without sacrificing teacher engagement.

-Be prepared.
Make sure there are enough copies, enough seats (or room), and that any technology you need is running correctly.  Remember, we are your students.  Prepare, prepare, prepare.

-Avoid lectures.
This may fall under differentiation, but I think it needs to be its own entity.  Give small activities to do, reflections, movement, time to pair-share, etc.  Break up the session into pieces so that the teachers can actually absorb the information and make sense of.  Twenty minutes of non-stop rambling on the marvelous things the new electronic grade book can do without actual time to apply anything is utterly pointless.  Where do I find "log-out"?

-Pay attention to what teachers need.
There will always be things that seem more important such as providing teachers with training on the newly adopted curriculum, textbook series, evaluation system, and so on.  However, do not ignore what teachers are stating they need or want.  Provide a chance to address these issues or concerns.  Something small to try is taking an hour out of a staff development day or perhaps one monthly meeting to have small sessions running throughout the school that address things teachers may want professional development on.  These may include how to deal with difficult student behavior, creating effective homework, or increasing student engagement.  Teachers can volunteer to provide this in-house pd.  Ultimately, they are the ones in the classroom, trust in them.

Teacher Burnout: A Positive Resolution

It is the day after Labor Day.  Across the nation, teachers are officially back to school, either prepping for or receiving actual students.  Like all of these teachers, I am here as well, sitting through countless meetings, trying to absorb all of the changes that will be coming into play this year, from new staff members and administration to a new evaluation system.

Change, when it is so much at one time, can become very overwhelming and frustrating.  Last year, between being a first time mother and full time teacher and graduate student as well, I was screaming, "I don't exist!" by the end of September. Change is inevitable but can have a negative impact if not handled well.  By Thanksgiving, I was burned out.  I was dragging my feet to work, not wanting to leave my car, much like the feeling you get when the alarm clock rings and you hold on to your covers like a life line.

Teacher burnout is real.  We start focusing on all of the negatives.  My colleague forgot to return the borrowed rulers, and I need them TODAY.  Why is the copy machine not working? My students never complete homework.  The list seems as endless as the pile of papers you have to grade. To avoid getting teacher burnout or at least prolong it to March (and not November like me), I have realized I need a system in place to keep me going through the tough, not-so-happy times.

My new school year resolution or teacher burnout challenge is to post something positive (in my teacher-life) everyday of the school year.  I want to focus on the small things that make me happy as a teacher.  To follow my teacher 'positivity' posts, follow this blog on twitter @middleperspects.  These daily positive moments will be my launching pad for future blog posts as well.  I invite our readers to join in on this challenge.  Let's make this a positive-filled school year! :)