CraftED welcomes Deeper Learning Coach, Symon Hayes to our PD Revolution blog series. CraftED sat down with Symon to explore his sound advice for rethinking professional development.

What do you believe is causing unrest amongst educators related to PD offerings?

 

  • Too many initiatives/ideas/ programs with a lack of connections between these initiatives being made for teachers.

 

It feels that most schools or districts I work with (not all) have multiple initiatives/ideas/ programs that teachers are being asked to implement (often a scripted program) with lack of adequate training or support. This results in teachers not having ownership of what they are being asked to implement, reducing professionals to the provider of scripted curriculum/instruction.

 

  • The big picture / end result that the district is pursuing is not always clear.

 

Similar to above, when the ‘why’ of what teachers are being asked to do is unclear, they deliver the ’what’ in isolation. If it is unclear to teachers it is more than likely to be unclear to students and the intended learning gets lost in the activity.

 

  • School leaders are seen not as instrumental or even involved in the PD.

 

Sadly, it  happens too often that school leaders are not present physically and/or mentally, or they are ‘too busy to attend” . If we are asking teachers to attend and be present, then school leaders MUST be present too. The message sent is ‘This is not important enough for me…’. Also, how does the work continue outside of PD when the school leader(s) does not have an understanding of the content and concepts? For me, this is one of the top reasons that learning from PD does not transfer to instructional practice.

 

  • Insufficient time is dedicated to ‘do the work’.

 

Both in the amount of PD provided and the time frame for learning to be implemented in the classroom. A quick fix mentality is adopted (from the school leader) without a true understanding of the reality and complexity of the work and how long it will take to implement.

 

  • External PD providers

 

Too often professional development feels like it is something being ‘done to’ teachers and not ‘with’ or ‘for’ teachers.  More time needs to be invested in understanding the culture of the school, classrooms, and individual staff members so that relationships can be built and professional trust established.

What best practices have you seen in the realm of meaningful PD opportunities?

We need PD that reflects and / or replicates best instructional practice. Not sit and get. When adult learners are engaged in genuine learning experiences that incorporate Deeper Learning Competencies: opportunities for collaboration, making meaning, critical thinking, etc.

What do you see as being the most promising outcome of the PD Revolution?

When PD is relevant and engaging it is more likely to have impact and transfer. If we know how and why to engage students for learning to take place, then this should transfer to adult learners.  Time is precious, and in the same way that we cannot afford to waste the time of our students, nor can we waste time of our teachers. If we can rejuvenate an exhausted professional population, they can impact student learning. Passion for learning will increase, best practices will transfer, student engagement and learning will increase.

What advice do you have for teachers and/or school leaders, as it relates to developing deeper learning?

Leaders – look before you leap and take the journey with your staff.

Invest sufficient time in really learning about and understanding the desired end results and the why of this; Know what it will look like to achieve these end results. Have a clear understanding of the indicators of success. Invest in the time, the real time, that it will take to get there. Resist the urge for a quick fix. Make time for quality PD and lots of it. Focus on one thing. Make the connections with existing bright spots, the why of the new learning, and clearly communicate these to all staff. Be involved and stay involved. Regularly check in with staff and implementation. Revise when needed. Stay real.  Be the instructional leader. Create adequate time for follow up and support in order to successfully transfer new learning into practice (in the classroom). Look at student learning and talk with them about what they are learning whenever you are in a classroom, they are the true indicators of success.

Teachers – ask questions.

The indicators are broad and it is important to understand how they work /look in the context of different student populations / cultures etc. Not all indicators can be ‘observed’ in the moment; for some of them they occur over time. What are the indicators of Deeper Learning? What does Deeper Learning look like for my students? What are my bright spots – What am I already doing well? What can I do better? What do students need to know and be able to do? What is the intended learning? How can I shift my practice from teacher to facilitator?

How can I provide the maximum opportunities for students to engage in reading, writing, and thinking about what matters most? What are your colleagues doing that supports student learning?

Don’t throw the baby out with the bath water. Breathe.

About the Author:

Symon Hayes has 20 years of experience as an educator, teacher educator and coach. He began his career as a freelance artist and moved into education after the collaboration with students and disabled young adults on art projects sparked his intrigue with the power of creativity and it’s impact on learning and development. After graduating from the University of West of England with a Bachelors Degree, he taught language arts, drama, and art within the Special Education Department of a secondary school in South Wales for seven years.

Symon moved to USA in 2000 to teach Middle School in Vail, Colorado and served as the building Instructional coach and then as district coach for secondary schools. In 2007 he joined Expeditionary Learning as a coach and facilitator of professional development. Symon moved to Oakland in June 2012 and joined Envision Learning Partners as Director of Professional Development. He coaches and supports teachers in the Bay Area and other districts as they implement performance based assessment.