Follow-up-- YES!!? When I am asked to do PD now, I insist on a plan that includes extended follow up.? Someone mentioned how helpful it had been to be asked to reflect on the process and be able to report on what had happened or not.? 

Just last month, I had the joy of holding a training in NY state that included teachers who have been working with me for a year as well as some brand new participants to the PD project we are doing there.? The "veterans" --who had a day of training a year ago, two site visits and another follow-up group meeting where they could reflect on what had happened and plan what they wanted for this year-- were the stars of the training. On the second day, they each gave a presentation on what they have been doing-- all brought in a table's worth of materials for us all to examine, and each had quite a different approach to the idea of independent student learning that incorporated LOTS of multisensory learning.?? This group has had ample time to plan, try out, reflect on, change, ask questions about whatever new practice each of them chose.?? Two of these teachers have been quite outspoken about how they had been on the verge of quitting adult ESOL teaching altogether because they felt so incompetent and had so little response from students.? Both are now deeply engaged in working with their learners to help learners set their own goals, find ways to meet those goals, find ways to measure their own goals etc, and? both are deeply committed to what they do-- one despite quite negative feedback from her supervisor, who does not like it that this teacher has changed so dramatically from a teacher-centered approach.? 

It was exhilarating just to be in the room with these teachers as they enthusiastically described and showed their work--and to see the new teachers being just blown away by the enthusiasm. 

Teachers who participate in these projects ( I have two going in NY state now) are given lots of information on what causes ESOL learners to struggle and ways in which those issues could be addressed, and then are asked to identify SOME way in which they would like to address these issues.?? I make no demands as to type of project or topic-- teachers propose and I coach.?? Teachers are provided with lots of feedback and coaching through site visits, website involvement and group get-togethers such as the one we just had.? Teachers are told at the beginning that the purpose of the PD project is to get better learner outcomes by asking teachers to do SOMETHING to change their practice in ways that will result in learners thriving. 

It took MANY years of doing far more traditional trainings--usually half a day to two full days, before I and those who hired me realized that while participants enjoyed the trainings and were excited about what they were learning, almost no change resulted from these trainings.? As the lady who hired me in NY state said, "I have been giving parties for 17 years[i.e. well-liked trainings & workshops], I am tired of giving parties where nothing results, nothing changes."?? 

I have changed my own practice quite drastically in the last two years as I have tried out these far more unconventional and looser approaches to PD.? 

One other thought and then I must run to an airplane:? One of my doctoral colleagues at Lesley University,who did many years of pedagogical training for K-12 teachers,? did her dissertation on what adult learners ( i. e. teachers) actually take away from PD.? She found that three things influence that:? First, what the teacher's immediate teaching environment requires-- what does the school require the teacher to be doing that can be helped by the PD session?? Second was the teacher's stage of teaching--veteran teachers are looking for different things than novice teachers, who are often just looking for survival help;? and third was the teacher's own development as and thinking about being a professional.?? In other words, one's own philosophy about teaching and learning is a powerful influence on what one relates to in training.?? These findings began to influence me very deeply as I made some serious missteps in the beginning stages of the first NY project.?? As I went back and thought about these factors, I changed how information was presented, but mostly changed what I expected teachers to do with it.? Now, as I mentioned above, by honoring what their background, preparation and current teaching situations dictate that they need and want and by honoring the principles of adult learning-- relevance, self-direction, involvement in meaningful ways-- I design the PD so that teachers can choose what to target and how--and can do all the self-directed learning they want.? This is working terrifically well!

I have been guided tremendously in my work by the writing of Jane Vella (Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults)--this book lives on my bedside table and goes with me when I travel!!

Cheers to all-- am LOVING this discussion--I hope I am not hogging the airwaves.? Robin Lovrien Schwarz




 


 

-----Original Message-----
From: Wendy Quinones <wbquinones at comcast.net>
To: professionaldevelopment at nifl.gov
Sent: Tue, 13 Nov 2007 10:13 am
Subject: [ProfessionalDevelopment 1724] Re: ProfessionalDevelopment Digest, Vol 26, Issue 16










I think Kathryn is right on with the follow-up issue -- doesn't the research 
say that PD doesn't tend to produce much change unless there is follow-up? 
I'm trying out a hybrid model with a couple of offerings in Massachusetts 
early in the year: a 4 hour face-to-face workshop followed by 4 weeks of 
online discussion and support, with the idea that participants will develop 
or modify lesson plan(s) in light of what they learned, and a 2-hour final 
gathering to reflect on what  they did and learned.  We'll see how it 
works -- but I'm feeling less and less inclined to do just the one-shot 
face-to-face workshop if I can possibly convince the funders to let me do 
more.

Wendy Quinones
Gloucester, MA


>

> ---- tcqmom at comcast.net wrote:

>> I think follow-up--in addition to being paid and fed--makes a difference. 

>> Having teachers report or demonstrate a way they've actually utilized 

>> something they learned from professional development can help. 

>> Especially if they know they're going to be asked to do it before the PD 

>> begins.  They may even be asked to make a commitment before they leave 

>> the PD and begin their planning then.  If the PD is divided into two 

>> parts, the first for the presentation and the second a month or so later 

>> for reporting, demonstration, follow-up, sharing, the participants can be 

>> more inclined to try it out.  If the PD leaders let them drop the ball, 

>> no questions asked, it becomes too easy to do. I know this to be true 

>> from both sides.

>> Kathryn Quinn

>> Frederick, Maryland


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