In November, I declared that I am interested in learning about models of professional development. I undertook a step to inventory my terms and define exactly what I was looking at — PLC, PLN, ProD, PK, TLCP — but none besides ‘cohort’ resonated with the kind of learning that feels lasting.
We attend and run workshops, tech sessions, PD Days. We deliver speeches, write manuals and record video tutorials. We forward emails, make announcements at staff meetings, offer prizes as disconnected extrinsic motivation.
When I do think about the types of learning I prefer, I recognize that it is all of them — but only by my own choice. Sometimes I choose the quick demo. Sometimes, I enjoy the video lecture in longform (this one is THE BEST!). Sometimes, it’s the discussion board I need, or a really great infographic to help me organize the ideas.
I rarely like to go at the pace of others, unless our objective is shared. I am sensitive to the tone and approach of those who I consider ‘knowledge authorities’. I prefer to be around people and live in communities, whether in tandem or in parallel.
So how do these preferences turn into models for mass influence? Much has been written about types of leadership and about Professional Learning models. For example:
Here are some of my thoughts for this year’s Cohort21 Investigation: What relationships exist among teachers, with respect to education and change? What aims are being targeted when teachers improve their technological practices? How can we do it so that it is meaningful and sustainable, and what systems, organization or principles ought to become involved?
My action plan is to investigate models of improving Teachers’ Technology Practice as relate to all aspects of our professional lives.
I’ll let you know what I learn.™