My school district has a new system for how teachers’ professional development earns them credit on the salary schedule. In addition to the traditional approaches of taking graduate courses or competing additional higher education degrees, several other opportunities are now options. Last school year, I wrote a proposal for a “Discovery, sharing, execution, and enhancement of research-based and field-tested best practices for physics education.” Over the summer, I documented all that I did and did receive credit as part of the new program as a result of these activities. While it took an unexpected amount of effort to navigate the new bureaucracy, those wrinkles can be ironed out as everyone has more experience with the new system. I believe the concept of this new model is sound. It’s a lot easier to adjust the workflow and bureaucracy than to adjust the fundamental concept. Below is the summary reflection that I submitted. Thanks to all of you who influence my professional development!
As I reflect on these learning experiences over the past year, a theme of balance emerges. The strong impact of these experiences was balanced between my learning, the district, student learning, and my peers. The medium through which ideas were exchanged (fact-to-face, virtual real-time, online) was balanced, leveraging the strengths of each. My focus on learning from others and sharing my expertise was balanced. The level of commitment of various professional learning communities was balanced. A small group of high school physics teachers had a very high level of commitment in my Physics Learning Community, while the informality and transient nature of Twitter enabled many to share their insights with minimum initial commitment.
These learning experiences were punctuated by reflections. By capturing and sharing these reflections, I benefit from both the immediate act of reflection and the future ability to reference that reflection; others benefit from the sharing of my reflections from which they may draw their own insights. I continue to be pleased at the regularity with which I reference my writings.
Throughout these learning experiences I was reminded how curious, collaborative, and open many educators are about their profession. The diversity of their backgrounds and current roles provide varied experiences and fresh perspectives. I was also reminded how everyone is at a different point in their professional growth. While some methodologies are entrenched in my practice (e.g., standards-based assessment and reporting), other educators are just starting to struggle with these transitions. It is easy to forget the path one took as they grow; capturing this path helps me to remember. In addition, the 180 blog provided a forum for me to share the smaller ideas and tips that I would normally not bother to share in a standard blog post. I was pleased and sometimes surprised that many educators found these 180 posts informative. Furthermore, historically, my blog stagnates when school is in session. The 180 blog is rigidly structured into smaller chunks such that at least I share something, which is a net gain.
With so many incredible educators willing to share their expertise and such a plethora of methodologies to explore, I must be balanced on which I choose to focus. I focus on what I think is most important for students, on what I am most passionate, on what I find most interesting; and pass along everything. Someone else may pick up what I have set aside and everyone still benefits.