Have you been tasked with planning professional development or other professional learning, either by yourself or in a team? Come learn and apply the principles of adult learning theory to the professional development plan you are designing. Engage in practical, job and context embedded professional learning resulting in a professional development plan, aligned with adult learning practices.
Professional development is a key lever in school improvement efforts, building individual and collective educator capacity. This course will introduce you to the principles of adult learning theory and professional development design, while applying it to your role and context. Participants should be involved in planning professional learning (department, grade level, PLC, inquiry group, whole school PD, etc.) at some level and be prepared to engage in data collection, feedback protocols and reflection activities.
We will begin by unpacking the teaching and learning data to come to a learning focused problem of practice. Our equity lens will narrow that problem of practice by looking at the discretionary spaces (Ball 2018). From that analysis, participants will develop a professional learning arc that addresses the specific needs of their context.
In this 6 session course, participants should expect to read articles, analyze instructional videos, share their developing professional learning plan, engage in protocols to give each other feedback, and refine their professional learning plan. Teams (ILT, PD team, etc.) are highly encouraged to come together.
