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Audrey Karr

EAD-523

March 17, 2021

Benchmark-Reflection of Professional Development Session

Summary

The professional development presentation I shared with a few of my colleagues recently

had to do with Maximizing Instruction with any subject area.  The three key factors were:

effective planning and preparation, high expectations equal classroom management and

knowing how to embed multiple components with core content.  Within each of these objectives

were activities and techniques provided to help teachers think differently and possibly gain a

different perspective other than their own (Martin-Kniep and Shubert, 2017).  The reflective

feedback was very inspiring and helpful in determining how to extend the depth of knowledge

for teachers with many years of experience to teachers just starting out, all within the

professional time strains given.  Luckily, the use of technology has provided many supports and

has helped make these goals more attainable (Charbonneau-Gowdy and Pizarro, 2012).  

The change that was needed the most to enhance the presentation was to provide more time for

teachers to not only learn, but then provide them time to apply what they have learned.  It was

suggested that this presentation be delivered into two parts. The first session could be about

introducing the objectives and ways to incorporate them in the classroom to maximize

instruction. The second presentation could then be used for planning and sharing the final

product of how participants used the knowledge gained to better their instruction.  Within both

presentations, it was also suggested that teachers still be given the opportunity to provide

feedback on both sessions through google docs or a written reflection. 

School-Based Data (COE 1.2)

Prior to determining what professional development session was needed for the staff, the

school’s improvement plan had been discussed which revealed that as a whole, the reading and

math scores were extremely low, not only in the school, but district wide.  It was recommended
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that if this PD session(s) could be specific enough for this schools student demographics, yet

flexible enough so that the presentation could be adapted to fit any school in the district. This

would allow more staff members to acquire similar activities and techniques that could be used

in both subject areas, be able to be used in other subjects as cross-curricular opportunities and

provide common data points that each school would be able to discuss.  This would also provide

better conversation as to where students are making the most gains and if students were getting

chances to connect their learning to multiple subject areas. 

When determining what strategies were going to benefit all students, it was discussed that

the most recent research from Achieve the Core.org provides the most effective and yet open-

ended components that each school could work with. In reading the focus is: complexity,

evidence and knowledge. In math the components are: focus, coherence and rigor (Student

Achievement Partners, 2021). Although these components are not specifically stated in the

presentation, the activities and techniques provided in the PD session for all three objective areas

allow for Achieve the Core components to be addressed throughout each step of the way without

realizing that teachers are making the shifts in their curriculum instruction.  In fact, the order of

how all three objectives are presented ensure organizational preparedness and with the “pull

factor” of incorporating the digital world, not only do students become more in charge of their

learning, but teachers become their learning partners or “agents of change” (Fullan, 2014).  Both

groups become more invested with the learning process, which encourages teachers to seek new

and better ways (activities and techniques) to engage their students. 

School Vision and Mission (COE 1.1)

Prior to any professional development in the district, staff members are reminded of the

school district's motto which is, “Learning for All.” Within that, each school has their own
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mission to uphold. This includes collaborating with team members, being a part of the school's

culture, modeling high expectations, reaching out to the community for continuous support and

binding the cohesiveness to keep the schools’ values alive by achieving the norms set by the

staff. That is what drives teacher capacity.  In order for learners to learn, they have to have a

clear idea of what they know versus what they need to know.  This means to knowing how to

think critically, use problem solving strategies, metacognition and provide evidence-based

theories.  This will determine what kind of impact there will be on the learning being provided

and how well can the new information be sustained (Martin-Kniep and Shubert, 2017). This will

keep the school’s vision and mission a priority and student learning goals a constant reminder to

strive for excellence.

Technology (COE 2.4)

Knowing the impact technology has on all learners, a professional development must not

only provide digital slides to engage participants, but it must also provide a way for individuals

to interact with programs and the people that surround them.  Using the six C’s: critical thinking,

communication, collaboration, creativity, character and citizenship within a presentation, allows

everyone to get multiple modalities of learning in one location and feel as if their time is valued

(Martin-Kniep and Shubert, 2017). Technology has a way of permeating the environment and

strengthening the learning goals (Fullan, 2014). In this presentation, staff members were given

the use of digital slides, videos, table/charts, bullet points, time to reflect. Then a large portion of

time to research and reproduce an activity or technique that meet the needs of their students and

the core content being delivered into the classroom. Teachers were engrossed in their research

findings and using the time to fulfill their instructional needs while still learning how to

incorporate technology and new techniques to their lessons. 

Next Steps

Like any presentation, there must be follow through in seeing that the time spent learning

in professional developments is being transferred into the classrooms.  One way to start this

process is to have teachers reflect from the PD’s goals and give their honest opinion about the

presentation (an example of this is seen in the attached PowerPoint at the end of Session 1 and

Session 2).  This provides immediate feedback, which then can be transferred into a great

conversational piece during informal walkthroughs and at evaluation time.  Teachers are able to

give ideas of what they are interested in while administration can be on the lookout for these new

ideas and how they are being embedded into classroom instruction. This is also why splitting up

PD into a learning and planning session not only allows teachers to understand the importance of

maximizing instruction, but it also gives educators time to create and share their findings/

experiences of using new innovative ideas in the classroom. In the end, accountability and

blending in the next generation ideas become a focus. 

Emerging Trends and Initiatives (COE 6.3)

Considering the drop in reading and math scores throughout the district and even at the state

level, it was evident that change had to happen. However, it needed to be backed with research

base theories and evidence that showed districts who implemented new strategies with emerging

trends could show significant growth over time and break the cycle of low academic

performances. Achieve the Core.org has been leading the way for new initiatives in reading and

math using three basic shifts that change the way we teach by making learning student driven

with teacher support.  The website has been able to give testimonials and outstanding examples

of how highly effective instruction can be done through any adopted curriculum.  Their

foundation for professional learning comes from three main principles:

 content-focused learning

 learning is teacher/student-centered 

 learning is relevant and immediately put into action 

(Student Achievement Partners, 2021).  

Preparation and Confidence (COE 5.2)

Discussion of personal preparation for and confidence during presentation is clear and includes

relevant details.

Thinking about the personal preparation for presenting to a school-wide staff who may or may

not be resistant to change takes a lot of patience and persistence to see it through.  Knowing the

amount of research, it takes on my end as the presenter to relay information that is not only

valuable, but taking ownership through my experiences and the passion I have for building and

maximizing my instruction can help others realize their current and future potential.  Buy-in is

the most important part of delivering new information because the staff has to trust who is

relaying the information and know that they will be supported through the fear of the unknown in

the ever-evolving educational world. Sitting down with teams and individuals working through

lessons, asking questions that help educators reflect on their purpose for teaching particular

standards a certain way, having a two-way conversation that allows the old way to blend with the

new and being available to bounce ideas off of once change has been implemented are different

ways of supporting teachers through this process.  As stated by one principal in a research article,

he felt his job was “always under construction.” He realized after many years of being a leader

that his purpose was to get educators to share what they are doing, provide resources, support

group collaboration and help them slowly overcome obstacles big or small so that they could feel

rejuvenated and energized about teaching again (Fullan, 2014).

References

Charbonneau-Gowdy, P. and Pizarro, J. (2012).  #IMHO: Extending Social Media to Promote

the Development of Critical Thinking Skills of EFL Pre-Service Teacher. Proceedings of

the International Conference on e_Learning, 48-55.

Fullan, M. (2014). The Principal, Three Keys to Maximizing Impact. John Wiley and Sons. 

https://viewer.gcu.edu/WMZFC8

Martin-Kniep, G. and Shubert, R. (2017).  Learning That’s Made to Measure: Embedded

Assessments Gauge Educators’ Growth and Impact.  Learning Professional (38)2, 38-42.

Student Achievement Partners (2021). Achieve the Core: The Shifts.

https://achievethecore.org/category/419/the-shifts