Posted on May 2, 2023October 11, 2023 by Imagine Learning Corporate

May 2, 2023 2:21 pm

Why Teachers Teach

A teacher’s job is challenging. From classroom management to individualized instruction, we ask teachers to accomplish much with minimal resources. So, why do teachers teach?

Most of us can reflect on our school years and think of a teacher who inspired us: one who made a difference in our learning, changed the way we saw the world, or even the way we saw our own potential. Yet, a teacher’s job is challenging. From classroom management to individualized instruction, we ask teachers to accomplish much with minimal resources. So why do teachers teach? And what motivates an individual to become a teacher?

Why teachers become teachers

If you ask a teacher why they became a teacher, they’ll often say, “I had a teacher…” as they share the story of an educator who inspired them. Today’s teachers hope to have the same impact on their students, making a difference for each unique learner and making a social contribution for an entire generation. Some love the subject they teach and want to share their love of math, literature, art, music, language, science, or history with others. Some come from a long line of educators. When a person has a parent who was a teacher, they are more likely to become a teacher.

“I teach for future generations of teachers, plumbers, electricians, law enforcement officers, nurses, military personnel, pastors, welders, servers, engineers, drivers, firefighters, tellers, mechanics, and all of the endless possibilities ahead.”

Why teachers teach

There are numerous demands and stressors on today’s teachers, and many of these demands continue to increase each year. So, how and why do teachers remain motivated to continue when they have so much asked of them? Teachers share that the reasons they stay motivated to continue teaching despite the challenges include their desire to “enhance student motivation, advance educational reform and fulfill teachers themselves.” Some teachers note their relationships with students motivate them to continue. Other teachers cite knowing their work matters and valuable colleagues as a few reasons they continue to teach. At the bottom of this page, you can read a poem by Ava Littlefield, Virtual Teacher at Imagine Learning, sharing her reasons for teaching.

Supporting teachers

Research acknowledges that today’s educators are at high risk for stress and burnout from the demands of their job. Teachers recognize this risk, even providing teacher-to-teacher suggestions to conquer burnout, such as setting daily intentions, updating their workspace, utilizing motivational quotes, and trying new approaches or changes to routines. Other sources suggest teachers can avoid burnout and feel supported by reaching out to inspiring colleagues for inspiration and mentorship, self-care, utilizing organizational systems, preparation, and reflecting on moments of meaning and connection with students. Providing respectful and equitable places of work, increasing teacher pay, and offering comprehensive mental health support are strategies teachers say will greatly help to alleviate burnout.

Appreciating teachers

May is Teacher Appreciation Month, and teachers share that being acknowledged and valued by their principals goes a long way to feeling appreciated, as well as gifts of time and having fun together as colleagues. Others say a note of gratitude, school supplies, gift card, or small gift from students and parents are appealing tributes of appreciation.

We have each been impacted, instructed, and inspired by teachers. This spring, take some time to thank the educator in your life. You might give a teacher just what they need to continue to educate and encourage others.

Why I Teach

By Ava L., Virtual Instructor at Imagine Learning

I teach for…

The students who want to participate in a rigorous and quality curriculum need alternative platforms to achieve educational success.

I teach for…

The students I have had for several semesters are now more confident in their own abilities because they were (and are still) encouraged to do their best.

I teach for…

Students who will be first-generation high school graduates (like me) who wish to move beyond the barriers.

I teach for…

The students who make what I do so rewarding because their accomplishments are what it is all about.

I teach for…

The parents, guardians, families, colleagues, support staff, and stakeholders who are also investing and supporting our mutually shared students.

I teach for…

Future generations of teachers, plumbers, electricians, law enforcement officers, nurses, military personnel, pastors, welders, servers, engineers, drivers, firefighters, tellers, mechanics, and all of the endless possibilities ahead.

I teach for…

Imagine Learning and the opportunity to be One Team!

I teach for…

Selfish reasons because I get to be a part of something beyond myself that makes a difference in the lives of others, and I find so much joy in doing so.

About the Author

Sherri Walker

Sherri Walker is an Employee Communications Manager at Imagine Learning who comes from a long line of teachers. Sherri taught Public Speaking and End of Life Communications classes at The University of North Carolina in Charlotte and loves writing, editing, reading, hiking, her four boys, and the incredible views of the Utah mountains right out her front window.

Posted on March 28, 2023October 11, 2023 by Imagine Learning Corporate

March 28, 2023 3:43 pm

Getting Personal: Transforming the Educator-Curriculum Provider Relationship

What makes a relationship between districts and curriculum providers deepen into a true partnership with improved student outcomes? And what makes that partnership successful? Discover what three Imagine Learning customers and their Customer Success Managers say.

In education, the best relationships between districts and curriculum providers deepen into true partnerships — where there’s collaboration, give-and-take, and improved student outcomes.

But what makes that partnership truly successful? We talked with three districts and their Imagine Learning Customer Success Managers to see what makes their partnerships tick. Though every educator is from a different geographic location and plays a different role within the education world, the similarities between their partnerships were impossible to ignore.

What we discovered: both professional and personal trust is key to building partnerships that work.

After you’ve decided to use Imagine Learning, what happens next? (Besides amazing student learning breakthroughs!) A dedicated Customer Success Manager walks you through each phase of implementation: rostering, getting started, finding the right professional development for your team, and even analyzing your data and results.

Customer Success Manager Kristy and the Baltimore City School District (BCSD)

Communicative Partnerships

“Regular communication is the key to partner success,” said Kristy. “You already have a professional connection from working together. Meeting in person to make a personal connection, and talk about kids and grandkids, is so important.”

Kristy M.

Customer Success Manager, Imagine Learning

Michael from BCSD agreed: “I think you have to like people to want to work with them. The Imagine Learning team we work with shows us that they’re humans. It’s not robotic.”

Trusting Partnerships

“Partnership is exemplified in the relationship with Imagine Learning,” said Kerry from BCSD. “When we reach out, they’re responsive; communication is so key in this partnership. It shouldn’t feel like the partner is dominating and selling, but rather listening to us and coming up with solutions together.”

“The give-and-take is what makes this partnership unique,” said Kristy. “They’re a very data-driven district. The school has a long game, and this partner trusts the data. This is a factor that differentiates this partner from others: they trust you and they trust the numbers. They count on me to be correct.”

For an education partnership to work, customers can’t just trust the people with whom they work — they must also trust the product. Kerry from BCSD said, “We also see how much time and thought goes into creating the product. We can tell it’s not been thrown together quickly. We’ve never been able to see that with another group that we’ve worked with.”

Aligned Partnerships

“We looked for alignment in a partnership,” said Kerry from BCSD. “We needed a partnership aligned to our district initiatives, as well as easy-to-access and with implementation support. Working with a partner, we’ve been able to build and grow.”

One BCSD customer was shocked to hear that Kristy had other districts for customers because she’s so responsive and focused on their needs. She laughed, “It’s really flattering that they thought I worked only for them! But I have 70 other customers, too.” Michael from BCSD added, “Every day I’m emailing Kristy, saying, ‘Help!’”

Kristy vows, “I will get to know you, your goals, and your implementation. There are lots of options out there. I want them to feel like they have this valuable tool because someone is part of their team.”

When asked to describe the partnership with Imagine Learning in one word, Kerry from BCSD joked, “One word? We’re math people,” but quickly added, “Supportive.”

Colleague Michael added, “Considered.”

“We also see how much time and thought goes into creating the product. We can tell it’s not been thrown together quickly. We’ve never been able to see that with another group that we’ve worked with.”

Kerry S.
Director of Mathematics, Baltimore City School District

Mark C.

Customer Success Manager, Imagine Learning

Customer Success Manager Mark and Joanne, the Hope Center for Autism

Relational Partnerships

“Trust is important when you’re dealing with something as important as a child’s education,” said Mark. “And trust requires honesty and difficult conversations.”

Especially in an education partnership, trust is essential. Mark said, “Partnership is not transactional, but relational; we work toward shared goals for the students’ best interests. If a customer doesn’t make that leap and jump the transactional fence, then we’ll run into some obstacles.”

Mark adds, “I have some clients that don’t trust as easily, and because they don’t trust as much, they’re not getting the best service.”

Joanne said, “Usually I am that person who’s like, ‘Yeah, we got it. Let me be. I got it.’ But, Mark, you’ve been so helpful, and we’ve needed that. I don’t do this with anybody else.”

Personal Partnerships

“Hope Center has a lot of heart,” said Mark. “The people who work there have a lot of heart and they really are invested in their students’ wellbeing. And I could tell that right away, because everything mattered to them and was important.”

The work is personal to Joanne, but also to Mark, a former classroom educator. “I’ve always recognized, as a brick-and-mortar teacher, that students can get left behind, so the work that Joanne’s doing is phenomenal, and it really drives me.” He added, “As a customer success manager, I get to wake up and continue doing that great work with Imagine Learning because I’m able to see the impact.”

Mark said, “It’s not just a course, it’s about truly transforming somebody’s life. That just touches me.”

Collaborative Partnerships

For Mark, realizing that the Hope Center helps students who have never succeeded in a traditional brick-and-mortar setting was pivotal. He said, “We’ve had to step out of the box and had to really redesign what the box looks like for those students.”

Joanne said, “In all honesty, if we didn’t have that flexibility, I don’t think we would have been successful. We’ve needed a lot of support to get through to where we are at this point now. We are a small school, and we have more than 50 people on staff for 86 kids… We need a lot of adjustment, a lot of understanding, and what we adjust… may be a little bit different next year.”

Collaborating with the larger Imagine Learning team to pool knowledge and experience truly gives partners like the Hope Center the best solutions for their needs. Mark says, “The benefit to the partner is that they can get exactly what they want and need — even if it’s offbeat from other, typical customer needs.”

How would Joanne describe the partnership with Imagine Learning? Without missing a beat: “Collaborative.”

“Trust is important when you’re dealing with something as important as a child’s education, and trust requires honesty and difficult conversation”

Mark C.
Customer Success Manager, Imagine Learning

Customer Success Manager Tiffany and Dr. Randy, Director of Education Management and Networks in Michigan

Trusting Partnerships

“Partnership equals team,” said Tiffany. Her background as an athletic coach shines through in her approach to her customers’ needs: “We’re on the same team and we want to win. What does your win look like?”

Tiffany G.

Customer Success Manager, Imagine Learning

Tiffany added, “I need to be able to actually meet my district administrators. I need to know that they’re really telling me what they think and feel and need.”

Dr. Randy said, “Trust is important because we’re not just buying software. I believe that we’re also buying expertise. I’m asking the partner to boost and support us.”

Tiffany said, “Dr. Randy trusts us. He believes in the partnership.”

Responsive Partnerships

Dr. Randy said, “Partnership is removing the silos and bringing everything together. I know that when we need them, they’re there. I need people who are responsive to our needs, not just invoicing me every six months. The vendor/vendee relationship doesn’t always lend itself to a partnership, but we’ve felt heard.”

Even when things don’t always go smoothly, he added, “True partners can demonstrate that problems will get fixed and solved.”

Tiffany leverages her relationships within Imagine Learning to get her customers the best answers possible when they want to dive deeper into certain products, even if it’s not her area of expertise.

For her customers, she said, “What is it that [customers] need to see so that they feel like they’ve had their return on their investment? That’s really what it comes down to. It’s finding out what it is that our customers really want.”

Personal Partnerships

“When I wake up in the morning, and I’m turning my computer on, and I’m feeling stoked — that has everything to do with people that I work with internally. But also, I have some really rad customers,” said Tiffany. “I’ve got some really, really wonderful districts — people who are wonderful humans who I get to work with.

About Dr. Randy, Tiffany added, “This is a man who will do anything for his staff, to make sure they’re supported. I would work for him in a heartbeat.”

Dr. Randy said, “In a word, I’d describe the relationship with Imagine Learning as ‘fulfilling.’” From a district’s perspective, he added, “We could get the software anywhere. I need the people.”

“We’re on the same team and we want to win. What does your win look like?”

Tiffany G.
Customer Success Manager, Imagine Learning

Posted on September 30, 2022October 11, 2023 by Imagine Learning Corporate

September 30, 2022 7:00 am

A Day in the Life of a Virtual Learning Administrator

The supervisor for online learning at the Berks County Intermediate Unit in Pennsylvania, Marcelle McGhee, shares their schedule and tips for prioritizing students throughout the day

As the supervisor for online learning at the Berks County Intermediate Unit in Pennsylvania, students are the focus of my day.

I believe the key to my program’s success has always been the relationship-building I do with students and parents. I try to be open-minded, non-judgmental, and approachable to students and parents. I keep in mind that everyone’s circumstances are different. It may be cheesy to say this, but I try to meet students where they are. Homeless students need food and housing, and students struggling with illnesses need care before they can even focus on learning.

Morning:

After responding to urgent phone calls or emails, I begin each day by checking the Edgenuity Learning Management System dashboard. Since I have students from multiple school districts, I toggle through those schools to review student progress. Red highlights are flags that I look for along with progress and then grades. I use the student filter on the dashboard to check on students who are behind in pacing. I do a deep dive into each student’s Progress and Grades to determine the reason for lackluster pacing. I add these students to my “home phone call” list.

Around mid-morning, I begin to call home to check on the students on my list. Usually, I have to leave a phone message requesting a callback. I follow up phone calls with a personalized email to the parent, student, and school counselor highlighting the pacing or grade issue. I keep notes on students in case there are extenuating circumstances such as illness that I need to consider before sending the email.

“For teachers, it’s about communication, communication, communication. Students have to feel like you’re directly emailing them… they can tell if you’re disinterested, even if you’re working with them online.”

Marcelle McGhee

Mid-Day:

In the second part of my day, I check attendance in the SIS. I use the SIS filters to create a list of students who have not accessed their classes in more than two school days. I use the LMS Dashboard to get a more detailed student attendance view and to confirm that an attendance email is appropriate for all students on the list. I then use the automatic email feature in the SIS to send students, parents, and school counselors an email regarding the student’s lack of attendance.

I have an “online learning” toolbox of tips and tricks that I send to students. These tips include “directions for attending teacher study hall,” “Locating and Navigating Carone Fitness courses,” and using the Guided Notes” feature. ”

Late Afternoon:

I have open virtual office hours three days a week in the afternoon. I invite (more like insist) students who are behind pacing, have an actual grade of less than 75% in a course, or are violating the attendance requirements, to attend my virtual office hours so that I can assist them with getting back on track.

On other days my afternoons are reserved for administrative tasks that keep my program running smoothly.

My day usually ends with a check of email and last-minute phone calls. I often take parent phone calls and respond to text messages during the evening.

About the Author — Marcelle McGhee

Marcelle McGhee is the Supervisor of Online Learning for Berks Online Learning, a service of the Berks County Intermediate Unit in Pennsylvania. A mother of two herself, Marcelle is proud to have the role of “professional mom” to those students who come to online learning needing support and accountability, helping students to learn the ropes of virtual school and reach their goals. As a first-generation college graduate and Guyana native, Marcelle has a wealth of experience and understanding that shines through as she goes above and beyond in supporting her students. Marcelle is a true Imagine Edgenuity veteran, having started using our products almost twelve years ago, and her expertise shines through in the way she provides support to other educators at every turn.

Posted on May 3, 2022October 12, 2023 by

May 3, 2022 12:00 am

Teachers, Our Gratitude for You is Infinite

Dr. Kimberlin Rivers, Vice President of Instruction at Imagine Learning, appreciates teachers not just during Teacher Appreciation Month, but every month, week, and day.

Dear Teachers,

What an interesting two years! Although the world of education has a high degree of unpredictability, who would have thought the events would transform how we think about student learning, how we interact with students, and how we engage children in the most complicated circumstances. How do you find the time to connect? Why are you so persistent? What makes you push forward despite the competing forces that impede student success?

When I think of you and all your efforts, I cannot help but think about the great Olympians who train intensely with the vision of becoming a gold medalist for their countries. One such competition where an Olympian “beat the odds” comes to mind. In the 2000 Summer Olympics in Sydney, “Eric the Eel” Moussambani proclaimed a profound perspective which sparked global inspiration. He indicated that it is not all about winning. It is about participating, ambition and showing initiative to the vision of winning. Moussambani, from New Guinea, trained for the swim competition in a hotel pool, never really had a professional coach, and barely had the financial resources to pursue his dream of becoming an Olympian. Despite his perceived resources, his drive, ambition, and vision overrode any thought of failure.

Moussambani competed. Despite receiving one of the slowest times in Olympic history for the competition, Moussambani completed the race. He became known as “Eric the Eel” because his resilience embodied the soul of an Olympian in that it isn’t always about winning, it is about participating and finishing the race. When interviewed, Moussambani stated, “The first 50 meters were OK, but in the second 50 meters I got a bit worried and thought I wasn’t going to make it. Then something happened. I think it was all the people getting behind me. I was really, really proud. It’s still a great feeling for me, and I loved when everyone applauded me at the end. I felt like I had won a medal or something.”

When I reflect on our teachers, teacher leaders, curriculum writers, professional development teams and others, I cannot help but think we embody the spirit of champions. We prepare, coach, train, and build champion learners who eventually become champion citizens and champion contributors to the advancement of the world. While Teacher Appreciation Month is May, every day you are appreciated, respected and admired for a job well done. On behalf of the leaders and customers of Imagine Learning, I salute you with infinite gratitude and appreciation.

In partnership for results,

Dr. Kimberlin V. Rivers
Vice President of Instruction, Instructional Services
Imagine Learning

About the Author – Kimberlin Rivers

Vice President of Instruction, Instructional Services, Imagine Learning

Dr. Kimberlin Rivers is Instructional Services’ Vice President of Instruction. Kimberlin’s quiet moments span from reading great business literature to engaging in family celebrations. In addition to spending time with her two children, she also leads the most renowned K-12 Instructional Services teaching team in the U.S. Soon celebrating her ninth-year anniversary with the company, Dr. Rivers brings a wealth of educational administration knowledge in teaching and leading. In addition, she has over 25 years of management experience in both the public and private education sectors as well as in international transport and logistics management. In terms of education and credentials, Kimberlin possesses a B.S in Organizational Management, Development, and Leadership, M. Ed in Educational Technology, Ed.S in Educational Leadership, and a Doctorate in Educational Leadership and Educational Law. Dr. Rivers holds Teaching, Principal, and Division Superintendent licenses in the state of Virginia.

Posted on April 12, 2022October 12, 2023 by

April 12, 2022 9:30 am

Beyond the Screen

In an increasingly virtual world, online instructors find ways to establish deep connections with students as they support them in reaching their goals.

A first grader tells the class about a tooth that she not only lost but swallowed; a fifth grader blossoms when she’s encouraged to incorporate her artwork in her assignments; with some extra help, a second grader progresses from reading below to reading at grade level — all with the support of a teacher whom they’ve never met in person. Online instruction might sound impersonal, but Imagine Learning Instructional Services’ virtual instructors create connections through special moments just like a teacher would in a physical classroom. As Tracy Regula, an elementary instructional supervisor, puts it, “the bonds [between teacher and student] go beyond the screen.”

“I am motivated to be a person that is… a safe place and a loving place where they feel comfortable and confident… exploring, learning new things, and trying things that are hard.”

Erin Schwab, Virtual Instructor

These special bonds are what keep our virtual teachers logging in day after day. “Not all days are easy… and all teachers know that, whether you’re brick and mortar or virtual,” but K–5 teacher, Erin Schwab is motivated to “be a person that is… a safe place and a loving place where they feel comfortable and confident… exploring, learning new things, and trying things that are hard.” Fellow K–5 teacher, Diamond Singh loves watching her students learn and is energized by the “ah-ha” moments when she can visibly see “the moment when they get it.”

Lightbulb moments like these are part of multiple-subject teacher, Kathryn DeGioia’s “why” — the reason she became an educator. She also acknowledges the impact her own teachers had on her and wants to “pay it forward” by getting her students excited about learning. Being inspired by teachers seems to be a common thread among current educators, as secondary Spanish teacher, Debra Allison comments, “I want to empower my students. I want to give them all those great feels that I received when I was a student.”

While a lot of teachers are inspired by educators from their past, there are also plenty of less traditional routes to the career. Tracy struggled in school, but it was watching her daughter experience similar difficulties that inspired her to look for a way to help “students learn to their fullest ability.” Secondary science teacher, Dr. Kettyah Chhak had maybe an even less traditional path, starting as a scientific researcher. She responded to a need for math and science teachers, thinking it would be nice to try something different for a couple years. But after a year of teaching, she was “hooked.”

This variety of backgrounds is so valuable, especially because of the varied reasons why students pursue an education online. From student-athletes to those who have a medical need to those who need to make up credits for graduation, virtual instruction allows students to achieve all their goals. “Our students just have such a wide variety of backgrounds and reasons why they’re doing online,” remarks Kettyah, “so I try not to make any assumptions ever… I find I learn so much more about my students that way.”

“It awakened me as a person, [thinking] ‘Who are these students and why are they using this platform? And how can I help them?’ All of that is just so invigorating.’”

Debra Allison, Virtual Instructor

Debra sees the diversity as a welcome challenge: “I mean, yes, I teach Spanish, [but] I can really be teaching anything — I’m really teaching the students… Here at Imagine Learning our students are so varied. It awakened me as a person, [thinking] ‘Who are these students and why are they using this platform? And how can I help them?’ All of that is just so invigorating.

Heterogeneity is definitely not exclusive to the virtual classroom, nor are the tasks that make up a virtual instructor’s daily to-do list: responding to emails, meeting with students, grading, grading, and more grading. What is unique to the virtual classroom is the flexibility for both student and teacher. The varied reasons for choosing to learn virtually often come down to a need for school to adapt to their schedule, not the other way around. While this adaptability is convenient for students, it becomes powerful for teachers, as they have the ability to rearrange their day to focus on the students who need extra support at that moment. Debra finds that she is able to be the best teacher for each of her students because she can focus her time “where it really matters most.”

The ability to focus on the individual student is why, though it might seem unlikely, the student-teacher relationship can still flourish in a virtual environment. Tracy said that this was one of her worries when transitioning to teaching virtually, if she would be able to create the same type of bonds with her students that she did face to face. What she found, actually, is that it is possible and “those bonds might even be a little bit stronger” than when she was teaching in person. She credits this to the focus she can give to individuals. While she was able to meet with students one-on-one when teaching in person, Tracy remarks that she was always keeping one eye on the rest of her class. But “you don’t have to do that in the virtual world. And so, you’re really able to give them all of you, instead of part of you.”

Meet the Educators

Dr. Kettyah Chhak

Kathryn DeGioia

Tracy Regula

Diamond Singh

One of the tell-tale signs of a meaningful teacher-student connection is when former students drop by to visit their past teachers. These visits reinforce the bond and also let teachers see the fruits of their labor as they learn how their student is continuing to thrive as they move through school and life. These drop-ins may seem impossible in the virtual classroom, but Kathryn says that’s not actually the case. She has a student who is no longer in her class who “periodically emails [her saying], ‘How are you?’ and ‘I miss you’ and ‘Thank you so much for all your help, last year. I don’t think I would have passed fourth grade last year if you hadn’t helped me.’ and it’s just sweet. In a brick-and-mortar school, these would be the students who stopped in your classroom.”

In both the physical and virtual worlds, it is all about our connections with others. The bond a student feels with their teacher can be the difference that inspires them to succeed — and for our virtual teachers, these bonds extend far beyond the computer screen.

Nine Tips for Success with Virtual Learning

Whether you are new to the virtual classroom or an experienced online teacher, here are a few tips for success with virtual learning.

Read Now

Posted on July 17, 2019October 16, 2023 by

July 17, 2019 8:00 am

Six Keys to Effective Professional Development

Engage your teachers and staff in effective professional development with these simple and research-backed tips.

As the library begins to fill up with your colleagues, you wonder, “Will we get out early today? What is this professional development about anyway? I’ve got too much to do in my classroom to focus on this.”

This may sound all too familiar to educators taking part in professional development. Naturally, one wonders how to make professional development effective for teachers, and the simple answer is by making sure to both engage teachers and allow time for reflection. But how we get there is a bit more detailed.

In a 2009 study, over 90% of teachers reported having participated in professional development that was not useful. Professional development, of course, is intended to benefit all the educators who participate in it, so what are the keys to effective professional development sessions for teachers?

Students in a classroom all raising their hands to answer a question

1. Administrative Support

Before any PD sessions occur, it is imperative that the district’s primary point of contact be available for a meeting or phone call with the PD specialist. This call may be the only opportunity for the parties to touch base about topics related to the agenda, the level of experience of the teachers participating, and logistics.

During the session, it is important for the overseeing administrator to be present and active. Often, questions or topics arise that are unique to a school district’s policy. While PD specialists can offer suggestions, ultimately the school’s or district’s administration must be present to make decisions or establish guidelines for their staff. A delay in decision-making can impact a teacher’s ability to deploy what they have learned right away.

Beyond the initial session, sustained administrative support is essential to a teacher’s success since implementation of some new practice, policy, or technology is a big challenge. Therefore, support from administration, other teachers, and PD specialists during PLC or instructional time can provide this important layer.

2. Teacher Buy-in

Teachers deserve PD that is relevant for them and their students. One way to achieve this is to have them play the role of and see the content through the lens of a student. As they learn new content and skills during the day, reflection can help guide them in understanding how their students can apply the new skill.

Another way to create buy-in is to elicit input about their learning objectives for the session. Having a greater stake in the desired outcomes can be very rewarding for a teacher who struggles to see the result.

3. Say–Show–Do

Central to any classroom is the concept of modeling. We first tell students what they will do, then carefully model the skill, and finally expect them to replicate the skill independently. This same concept should apply to PD sessions. Participants are more willing to apply a specific tool or skill once they have been presented with clear instructions and modeling on how to do that.

4. Collaboration Among Peers

Teaching is a collaborative profession, so isolating teachers during a PD session is counterintuitive to that. Finding opportunities for collaborative activities can keep participants engaged and tap into different ideas and perspectives around an idea or philosophy. Broadening teachers’ perspectives can, in turn, lead to increased engagement with their students.

5. Differentiation

Educators are expected to do this for their students in the classroom, so why wouldn’t we do the same thing for teacher professional development? There are a few ways to make this happen:

Having participants complete a survey ahead of time that gauges their level of expertise/experience is the first step to effective differentiation. Interpreting these results should guide the day’s agenda, and will hopefully enable the session leader to activate teacher interest by including topics that they would like to learn more about.
Teachers who have advanced skills or experience can guide a breakout session using their expertise to build their colleagues’ knowledge base. Additionally, teachers may be more willing to listen and engage with someone they already know.

6. Bringing Content to Life

Humor and fun are not just for the playground and classroom! Sharing humorous, real-world examples can be an effective way to engage participants and promote a safe and comfortable environment where meaningful professional development can take place. Bringing in humor and real life can also help keep teachers engaged and create memorable experiences.

When you’re planning out your PD sessions, keep these things in mind. PD should be beneficial for all educators, and students, too, so consider which way and when is best for your teachers to participate in PD. Incorporating these keys to effective professional development sessions is important to teachers’ personal growth and should be approached with careful consideration.

SOURCES

DARLING-HAMMOND, L., CHUNG WEI, R., ANDREE, A., RICHARDSON, N., & ORPHANOS, S. (2009). PROFESSIONAL LEARNING IN THE LEARNING PROFESSION: A STATUS REPORT ON TEACHER DEVELOPMENT IN THE UNITED STATES AND ABROAD. DALLAS, TX: NATIONAL STAFF DEVELOPMENT COUNCIL. RETRIEVED FROM HTTPS://STATIC1.SQUARESPACE.COM/STATIC/56B90CB101DBAE64FF707585/T/583C7FE720099E25D0B1BD24/1480359912004/NSDCSTUDY2009.PDF