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Promoting Professional Learning from Within

By Paul Magnuson and Ruben Mota
01-Feb-10


In school year 2009-2010, Leysin American School (LAS) in Switzerland decided to forgo outside speakers in favor of the experts already teaching at the school. The annual budget set aside for outside speakers was paid instead to 20 of LAS’s own teachers, to observe and discuss teaching. The feedback from the first cohort of teachers was overwhelmingly positive.
The program “... provides a great opportunity to grow as a teacher”, wrote one participant, and since growth as a teacher is the raison d’être of professional development, we feel we are on the right track.
Teachers met in small groups based on their own needs. In their first meeting they discussed articles they had read in the topic of their choice. In their second meeting they discussed video clips of themselves they had made in their classes. Additionally, teachers were asked to observe two class periods and be observed once in order to reflect on teaching and learning related to their small group topic. Each lesson was debriefed.
Teachers were not required to keep track of their hours, nor were they required to submit anything in writing. They were trusted to learn what they felt needed learning. The program provided the permission for teachers to take time to observe other teachers and, through the use of video, themselves.
Administrators allotted time for information sessions during the annual new teacher induction, and checked in with teachers during the program. Department heads selected focus topics and contributed articles relevant to their teachers. Department heads and administrators were also careful to make the distinction between the observations required of the program and the teacher appraisal observations conducted by the administration. Administrators also delivered and picked up video cameras, helped with downloading video, and arranged substitute teachers to ease scheduling conflicts.
The program concluded with a meeting of the participants, during which they discussed the program’s impact on teaching. Written comments indicate the centrality of thinking about and reflecting on teaching. One participant wrote, “We spent all our time thinking about how to teach better and didn’t make a bunch of excuses for why we couldn’t do this or that.” Another commented, “The conversations were useful and fruitful. [There was a] great flow of ideas, in multiple areas!”
Observations provided powerful opportunities for reflection and a chance to see the various approaches of colleagues: One participant “... loved the opportunity to see other teaching styles in video” and another noted, “I really benefited from the video taping and observations.” All participants agreed they would recommend the program to their peers and most stated they would sign up for the program again.
Overall, the experience of shifting professionalism of teaching from guest speakers to our own teachers was quite successful. A few key factors contributed to this success. Paying a stipend enhanced the participation of busy teachers; many teachers went far beyond the minimum requirements of the program. Equally important, the stipend underscored how firm our administration is in its belief that its teachers are its best assets.
The program was highly self-directed, demonstrating administrative trust in teachers to choose their own professional development focus, whom to observe, who to observe them, how to debrief observations, and how best to analyze their video recordings.
Looking back on the experience, one young teacher wrote, “I didn’t feel threatened, overwhelmed, or insufficiently intelligent in this whole process.”
Establishing trust and valuing the teachers’ decisions regarding their professional development is vital. We hope that this foothold of trust carries over into other aspects of the school and continues to drive us to capitalize on our own experts. By trusting our teachers, we are promoting professional learning within the school—and within the individual.
For more information regarding the LAS in-house professional learning program, Dr. Magnuson can be reached at [email protected], and Mr. Mota at [email protected].




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