Can professional learning thrive when money is scarce?
March 19 2009 by 
Joellen Killion
Does the cutback in or elimination of professional development funds in school systems and states across the country mean that professional development itself needs to be cut back or eliminated? The answer is NO. Today more than ever, when resources are scare, leaders of professional learning can turn to the NSDC definition of professional learning?to discover that professional learning can thrive and even expand even when resources are scare. Before this happens, it is essential to dismantle beliefs that professional development can only happen when teachers and principals leave school, when consultants come in, or when money is being spent. Using the expertise within schools, the resources at hand and those accessible through the web, and sound facilitation, teachers and principals can engage in collaborative professional learning within their schools or districts about topics that matter most in improving schools and student learning.
One of the best sources of professional learning is the work students produce. As teachers study the work to uncover error patterns, strengths, and gaps in learning, they can simultaneously reflect on their instruction and examine ways to refine it to strengthen student results. Principals can lead teams of teachers in observations within their schools and afterwards discuss ways students were engaged in learning and find ways to share those strategies with other faculty members. Teachers might bring a brief case study of a challenging learner to a faculty meeting and in a small group brainstorm possible instructional interventions for this student and others like him or her.
When adults develop learning goals for students and simultaneously establish learning goals for themselves, they declare their intention to learn as professionals. Yes, it is helpful to have resources for professional learning to attend conferences and institutes to gather new information, to purchase books for book studies, and to have experts share information, strategies, and practices. Yet even without these resources, professional learning can occur. The economic downturn is not eliminating professional learning. It is opening the possibility that professional learning will be more focused, relevant, collaborative, problem-based, and inquiry-driven.?
Posted in Joellen Killion | 
May 21, 2009 at 8:35 PM
Joellen,
Even though tough economic times present plenty of frustrations for educators and professional learning is often at the forefront of cuts, you pose some thoughtful considerations. As I plan for and work with colleagues in my district on professional learning, we've examined our needs in relation to continuous improvement and ultimately student learning/achievement. Not only are we conversing about needs, but we're looking at what we have been doing with professional learning and its impact on student learning. So, as I see it, the economic situation has provided an opportunity or incentive to examine what we're doing in order to consider elimination of ineffective practices and to focus our efforts on those practices and processes that have the greatest potential to impact student learning. Our considerations for continued learning include some of the avenues you've shared: collaborative inquiry around student work, book studies, and peer coaching involving reflection. This information will be part of the discussion our Kansas Council will have at our Summer Advance. Thanks for sharing.
May 22, 2009 at 10:17 AM
Thanks for taking this challenge to the affiliate's advance. It is one way the affiliate can lead and model learning to others. Think about creating some study guides for your favorite books and sharing them statewide. Create an online book discussion--wouldn't it be great to use The Learning Educator, for example, for a statewide virtual book study. Keep your ideas flowing so you can support educators in Kansas know that learning does not stop just because you can't go to a workshop.
Jul 30, 2009 at 7:12 AM
Professional learning occurs everyday, we just need to retrain our eyes to see it in that light. It is far to easy to focus on the obstacles, but if we keep our focus on what we do have at our disposal, then we rediscover how rich we are indeed. Each day I learn something new with the colleagues I collaborate with and teachers I coach. Leaders in schools need to reframe the way they think about professional learning. Money is NOT the only resource we have at our disposal. I am of the frame of mind that many (if not all) of the answers we seek are hidden within our institutions. Strong leaders can cultivate learning communities within individual schools that are far more beneficial then a "sit and get" inservice. My final thoughts draw me to one of my favorite quotes by Meg Wheatley, "I believe we can change the world if we start listening to one another again. Simple, honest, human conversation....Simple, truthful conversation where we we each have a chance to speak, we feel heard, and we each listen well." This is where our journey begins, and as we deepen our conversations about concerns specific to the school, we not only deepen our understanding, but we cultivate innovative ideas that open up the learning of others. All we need do is listen with an OPEN mind. It really is that simple. Let's NOT allow the almighty dollar to complicate it.
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