Soon, if not already, teachers will be reporting back to
work to initiate school year 2016-2017.
This annual migration is always full of anticipation, anxiety and
dread. There will be new staff to meet,
a room to get ready, and plans to be made.
There will also likely be donuts and luncheons and that will be a good
thing because it won’t be provided again for months and months. And while teachers are totally mentally pre-occupied
with preparing their rooms and organizing for kids yet to come, administrators
may be planning a host of activities, presentations, speakers, etc., that will
do more than rob teachers of the precious time they need. Such activities may be pointless, or worse,
harmful to the professional staff.
The worst atrocities committed against professional
educators may occur in the time set aside for their professional preparation. Professional Development may earn the
descriptor, “oxymoron” if non-professionals have planned it, or school
administrators without training in staff development have planned it. In many cases it is designed to meet the
wants, wishes and needs of the administrators and the requirements of the
state, and has virtually no benefit at all to the teachers.
For a professional educator to return to work after a summer
break, full of energy and ideas for his or her classroom and learn that the
next few days will be spent in professional development hell is one of the
great discouragers of teachers. Some of
these sessions will be excruciating.
They will be professional development torture. I have identified and named a few:
Media Misery
Somebody, somewhere thought it would be a good idea to show
a tape, a DVD, a movie to either inform or inspire staff. So a bunch of people with college degrees
gather in some spot where all can see or hear and sit zombie-like while some
media plays. Sadly, the research is very
clear. Such a shotgun approach is rarely
heard by teachers. Why would I want to
know what motivates football teams when I teach 6th grade math? Why would I want to know how to clean blood
borne pathogens when I will never be called on to do so? This does not apply to me and I turn it off
in my head. And sadly if I am called on
to address the issue because a kid has a nosebleed I do not remember what to do
because the professional development was more like media misery than
learning. Some, however, will be
seriously listening and taking notes.
They will be surprised to know that by the time kids show up they have
forgotten all about the media, and come next June when they find the notes they
will simply throw them away.
This all makes perfect sense. Asking returning staff to watch a
disconnected movie while they are already feeling stress about the preparation
for the coming year is like forcing a bride to watch an investment strategy
tape at the rehearsal dinner. She just
doesn’t care. Not now. Other things are much more important. Media misery is planned by folks who do not
know professional development and thereby they torture their staff before the
year really begins.
Computer Cruciation
Oh boy! We bought new
software this summer to take care of the problems we were having with the old
software. Of course, by the end of the
year we all found work-arounds and everything was humming right along. But we decided to install an entirely new
system so that everyone can look like an idiot other than the IT guys and the
superintendent who was told by other superintendents who do not have a clue
that this is the software to have.
Teachers must learn this to report attendance, grades, etc. but they
resent having this task forced on them when they have so much else to do. Can’t we ever wait and let teachers select
the software and plan the implementation process? No.
Involving teachers in decision-making is too threatening to someone with
a clipboard somewhere. So even if the
software is the latest and greatest and should help kids, handing it to me,
telling me I have to learn it, and taking up my time before school really
upsets teachers and rightly so. So we
torture teachers on a desktop, or a lap top, or on a tablet of some sort.
Regardless, it is torture.
(If teachers are required to watch something on a computer
to learn it, perhaps to take a test at the end, then all the comments about
media misery apply plus testing people like giant Accelerated Reader kids. How insulting!)
PowerPoint Persecution
I was the director of staff development in a large mid-urban
school district in 1987. I remember the
arrival of a Macintosh computer on my desk in central office. It had the first iteration of PowerPoint
installed, as the software was written first for the Mac. It was so easy and intuitive. I could develop a presentation, add media, move
slides around, etc., and print my presentation as a handout. In other words, everything I knew to be wrong
with presentations was now made easier by PowerPoint and I used it because it
was so pretty and easy. I used it for
years and years until it dawned on me that by projecting stuff I might be
undermining what I knew to be good professional development techniques.
It is hard to go to a convention, a workshop or a faculty
meeting without seeing a PowerPoint. In some cases these projections promote
real learning and real professional development. In other cases they are just fancy ways to
tell participants to sit down and shut up because I know stuff you don’t know
and I’m going to tell you using these fancy slides on my computer. In such a case, teachers and others suffer
from PowerPoint Persecution, another form of professional development torture.
Worder Boreding
I have saved the most typical and most tortuous strategy for
last. Talking. Speaking.
Lecturing. Using words to bore
teachers to near death. Worder
boreding. Invite a guest speaker or a
so-called motivational speaker, have a captive audience sit at his or her feet,
and for 30 minutes to hours on end have him or her tell them their story, their
specialness, and what the audience ought to do because the speaker is so
special.
If this strategy worked it would work at church. It doesn’t.
People do not leave church, sell all they have and hop on the next boat
to remote regions to witness. If it does
not happen in church, it is not going to happen. A motivational speaker is not hired to
motivate staff because he or she cannot and their mere presence makes it less
likely that staff will be motivated. A
motivational speaker is a person who is motivated to entertain an audience at
some exorbitant fee and never be held accountable for outcomes. It is a great life to be a motivational
speaker. And yet it eventually dawns on
the audience that if I am in an organization where I am not valued, where
promotion is based on who you know rather than what you do, where prestige is
determined by how well one brown-noses, then no amount of motivational speakers
are going to encourage me this coming year.
If the boss hires a motivational speaker it is an admission that the
boss cannot motivate. In fact, because
the boss brought them in is an admission that something is wrong. Frequently, what is wrong is a total
misunderstanding of a professional organization devoted to learning. If there is a morale problem or a motivation
problem let’s take the easy way out and hire a speaker rather than really
address the issues. I have observed that
the weaker the system the more they talk about motivation. Stronger systems that exist to promote
involvement, purposeful work, and shared decision-making do not evidence poor
motivation and do not seek to import such a quack. Easy for me to say as I made quite a bit of
money as a motivational speaker, but that is another story.
Anyone who believes what they say to a group is likely to
make a difference is deceiving themselves and torturing the group. That is not how a sermon works. That is not how a lecture in a classroom
works. That is not how a good faculty
meeting works. It takes leaders trained
in collaborative decision making and not leaders trained in water boarding or
worder boreding.
So, what are some good professional development
techniques? Glad you asked.
Content specific staff development is almost always
powerful. Let the English teachers meet
with each other and perhaps an outside facilitator to talk about the issues in
teaching English and where they might find new resources to help. That strategy works great
Study groups work great.
A group of professionals adopt a source of inspiration and read it and
talk about it and seek to apply it to their professional lives.
Shared observation works, sometimes with mentors, sometimes
with coaches. When a teacher knows he or
she has a professional friend who is more experienced and more successful then
helpful ideas are welcomed. Not so much
if it is a guru from the state education agency or a Hollywood star neither of
whom have ever taught what I teach.
Action research works.
Teachers are puzzled by either the success or lack of success of
something they are doing in the classroom.
As a group they seek to discover research relevant to their puzzle and
collect their own data to form their own research conclusions. This can be so powerful that it is scary.
Sharing days where teachers of similar subjects and similar
kids can share what they do, how they do it, and what resources they have. Technology can be embedded in such a
day. The most powerful staff development
is when teachers talk with fellow teachers.
Perhaps you noticed that in none of those powerful,
successful professional development strategies is an administrator required to
say or do anything other than unlock the doors, turn on the lights and make
sure the resources are available. That
is very, very hard for some administrators who suffer from the notion that they
were promoted to administration because they knew something teachers did not
know and teachers were eager to sit at their feet and learn. Poppycock.
Want to be a successful administrator?
Serve teachers, serve kids.
Bossing teachers and bossing kids does not work.
It is my fervent wish that every teacher returning for duty
this fall walks into a building and/or a system that understands the above and
is not likely to torture them in professional development. If the administration has been trained, has
knowledge, and has wisdom there is an odds on chance that teachers will in fact
grow in such a rich environment. The opposite,
sadly, is also true.
If we plan pre-school days to support and serve teachers
rather than to give them some administrative message we are light years ahead
in the process of establishing a successful school system. Any other strategy may work at General Motors
or Alcoa, but those are not professional organizations and to take advice from
folks in the private sector on such critical issues is tantamount to allowing
the mother of the groom to run the wedding.
Big mistake.
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