Making Professional Learning Personal

I found this topic quite interested as I also often wonder how we can make Professional Learning more relevant for teachers. I agree that there is a difference between the mindset of teachers: those that see Professional learning as the responsibility of the professional - themselves- because they are just interested in learning and those that appear to see professional learning/development as something that is done to them. I respect our teachers and truely believe that each and every one of them wants to see their students' learning outcomes improve and grow. I also think that a key is to be able to measure the growth of teacher learning better, as indicated by student outcomes and a "move from hours-based to outcome-based accountability" (pg 158 Learning Transformed)

In thinking again about the Michael McDowell's sessions he emphasised the importance of a learner identifying the gap and then being able to be given the opportunities or make the opportunities to bridge the gap. Speaking generally, is the lack of uptake from teachers, as explained in the beginning of this chapter, to do with the fact that we may not see our own gaps and thus do not see the relevance in making any changes to our practice. Perhaps the reason why Professional learning such as that seen through peer observation and analysis (maths with Jenny and Tammy and literacy with Bern and Kim) seems to work better. When we see each others exemplary practice and analyse why this is working we are more likely to compare our own practice and reflect on how we are going and where we need to go next, (identifying strengths and gaps for want of a better word)  When this is combined with student data and achievement of learning growth or lack of, it then gives it substance.

A question then is, do our teachers feel that our professional Learning hour is a "top down, one size fits all, sit and get, hours based approach to professional learning"??? and if so - and it may not be all sessions - is there a completely different way we can look at professional learning in the school.

Perhaps it is an opportunity to think outside the box to try to embed what we see as already working and minimise what is not.