I have sat through many professional development sessions where I’ve been bored out of my skull. There was the one about gloves and writing a five-paragraph essay that gained me nothing more than a single gardening glove with some sharpie scribbles on it. There were the several sessions where I walked away with a giant binder that I never opened again. After several of these useless meetings, one of my colleagues and I started using the acronym “JJT,” which of course stands for Job Justification Theatre.
There is a little JJT in every PD session, to be sure, but sometimes the PD really did justify the job that was being done, especially when the training happened to be useful for all the staff in the building. Maybe it helped impart a shared vision of expectations or served as a sounding board for staff concerns. Sometimes we even (gasp!) created the PD ourselves and had staff members run it.
Our building’s approach to PD this year has been wildly different, however. The emphasis, perhaps in reaction the the excess painful PD seat-time of previous years, has swung to individualized PD. Everyone gets what they need, as long as they find it themselves. Gone are the district-wide (insert edu-brand name here) trainings and other randomly generated PD topic sessions. This is the era of do-it-yourself PD.
Which is not a bad thing, unless we all travel our separate ways and never meet again.
And that’s why I’ve learned to love meetings. In meetings I get to chat with staff members from other departments to see what is working for them and what they are thinking about. Sometimes its like what I’m doing and we compare notes. Other times they are off on a radical new path that I need to know more about. But I wouldn’t have known about it by simply following my own interests.
I totally understand that the science department is going to have some different-looking PD from social studies and that those types of trainings will be department-specific to be really useful. I don’t necessarily want to learn about historical criticism.
But there is a place for creating and updating a vision for education that transcends individual topic area departments in a high school. How do we understand how kids learn and how can we adapt instruction accordingly? How do we provide quality feedback on student work? And my recent crusade: how do we assess and grade students in a way that is fair and doesn’t penalize them for the speed (or lack thereof) at which they learn?
These are topics that one person or department cannot simply address in a useful way without bouncing ideas off of the entire building. Believe me, I’ve been reforming grading practices in my classroom for years but those weird ideas have yet to gain much traction with many other faculty here. I’ve had more discussions with folks here on the blog and on Twitter than in my physical reality.
So please, take some time to meet with your faculty and brainstorm on topics that you all need to address as a staff. I’m going to make that my goal. Its time to schedule some meetings.