Over the last few years I’ve had some thoughts coalescing around how best to use our teachers’ Professional Growth Plans. I’ve struggled for a few years as to how to make the PGP not just a piece of paper that teachers have to fill in at the beginning of the year to fulfill an expectation. I have tried to do things like:
- incorporate mid year meetings to reassess the progress
- allow groups of teachers to establish a group PGP
- ask informal questions throughout the year around PGP goals
While these things have had some effect, and have increased awareness and teacher efficacy around their professional growth, I have never felt that I’ve ‘gotten through’ before. This year I’ve proposed a different approach to teachers and I am getting feedback that is making me think I might be heading in the right direction. As I wrap my mind around how this is playing out, I’ve found that a bit of alliteration has fallen into place. The following are coming together to make this seem like it might work.
- Professional Growth Plans – taking an approach I have used in the past, I have encouraged teachers to work as a group to develop a professional growth plan. I did not dictate (as I never do) what they would look at putting in their plan, but I did encourage them to look for goals that they as a grade level might be interested in pursuing together. So far two of the grade levels have handed in joint PGPs, and one grade level has handed in two sets, with a pair of teacher in each working on the same goals. This first step is all about using the power of the team which increases engagement and accountability.
- Professional Learning Communities – When asked by two of my teachers on separate occasions what they would be dictated to work on in their PLCs this year, I was a little taken aback. To me, what the teachers work on in their PLCs should, with little guidance, be an organic process. The work done, needs to be work that the group sees as important.
- As a division, we have embraced Excellence in Teaching as a Value. I have no doubt that the teachers are striving for that all the time, and given the power will do what they can to proceed in that direction.
- As administrators in Sturgeon School Division, we are looking at the best practices around PLCs and how to ensure they are productive, and work toward our values. The discussions I have had with the teachers ensure they are aware of the values we hold, and have shown me that they are on board.
- By tasking the PLCs to work on goals set in their Professional Growth Plans, they have now understood the intentionality of the goals they have made and will be revisiting them each time they meet as a PLC group.
- Professional Development – the third piece of the alliterative puzzle is PD. In the last few years the concept of PD has shifted from an activity we do outside of the building in a room with a speaker. PD now encompasses the very powerful practice of getting together as professionals and having conversations around practice and learning. The PLC has become one very potent professional development practice. When an entire group of people is working toward the same goals, PD becomes easier to plan in a traditional sense as well. Teachers working toward the same goals will be interested in learning and applying the PD they have participated in.
In actuality, all three Ps are one and the same. the professional growth plan drives the PD of the PLC. As long as we are willing to accept the POWER of a group of teachers getting together to discuss practice, we can have PD anytime, anywhere.