Published: 2019-02-24 01:11 |
Category: Theory | Tags: action research, effectiveness, professional development, reflection, research, revising
I'm going to adjust my question: How can my role effect change through professional development?
I want to move away from what other people do to how I can help impact their habits through strong professional development. I'm still not thrilled with the wording, but I'm interested in what structural components make a program effective when it comes to implementing ideas. To start, I brainstormed some gut feeling indicators and questions that (I hope) will guide some of my research.
- Relationships: I know my teachers and they trust me and my instruction.
- Instructional focus: Everything I do has an instructional lens or context. I do not rely on technology gimmicks to increase buy in.
- Application: All of my workshops bring a heavy focus on in-the-classroom application of ideas through modeling or case study examples.
Some other related questions:
- How does continuity of study (ie, a PD sequence rather than a one-off workshop) affect implementation?
- Is there an ideal timing? How often (in a series) seems to be effective?
- What does the interim look like in between workshops?
- Are volunteers more likely to implement training? Or are groups, even if they're elected to come by leadership?
- How does the group dynamic affect buy in or implementation after the fact? Would establishing norms at the outset remove stigma?
The featured image is IMG_6750, a flickr photo by classroomcamera shared under a Creative Commons (BY) license