A Call to Action for Transforming Professional Learning: Valdymas College

The Why: Backstory and Motivation

At Valdymas College, we had long adhered to the traditional “sit and get” model of professional learning (PL), characterized by lengthy presentations and minimal interaction. Over time, it became clear that this model was ineffective; educators felt disengaged, and the practical application of learning was limited. As an educational leader, I was motivated to create a shift toward more dynamic and engaging PL models after noticing these gaps. Inspired by research and success stories from other institutions, I realized that we needed to transform our approach to empower our educators. This change was not just about innovation but was necessary to meet the increasing demands of modern education and improve student outcomes.

The How: Creation Process

To create this new PL model, I started by analyzing feedback from educators and identifying key areas of need. Using tools like Google Workspace and collaborative platforms like Padlet, we organized our planning sessions. We introduced interactive elements, such as role-playing and real-life simulations, using software like Zoom and Kahoot. I credited external resources, such as Kristin Daniels’ video and existing literature, to design a strategy that was practical and tailored to our college’s needs. By implementing this method, we have already seen positive changes in engagement and outcomes.

This new approach represents a significant step toward creating a culture of continuous improvement at Valdymas College.

At Valdymas College, the commitment to excellence in education is unwavering. However, as the demands on educators and the complexities of teaching continue to grow, it became clear that the traditional “sit and get” model of professional learning was no longer sufficient. It was time for a change—a transformative shift towards alternate PL models that would not only engage but empower educators to thrive in an ever-evolving educational landscape.

The Challenge: Breaking Free from Tradition

For years, professional development at Valdymas College followed the familiar pattern of passive learning sessions—lectures, presentations, and minimal interaction. While well-intentioned, this approach led to a disconnect between what was learned and what was applied in the classroom. Educators felt disengaged, and the impact on student outcomes was limited.

Recognizing this gap, the leadership team at Valdymas College knew they needed to innovate the PD sessions. The question was, how? What strategic and tactical plan needs to be in place?

The 5 Key Principles of Effective PL

Content Focused

The new PL models would center on content that was directly relevant to educators’ day-to-day responsibilities. Whether it was integrating new technology into the classroom or mastering differentiated instruction, every PL session would be designed to address real needs.

Incorporates Active Learning

Passive learning would be replaced with hands-on, active engagement. Educators would participate in simulations, role-plays, and collaborative problem-solving, ensuring that learning was both meaningful and memorable.

Supports Collaboration

Valdymas College would foster a culture of collaboration. Professional Learning Communities (PLCs) would be established, allowing educators to work together, share best practices, and collectively address challenges.

Uses Models of Effective Practice

Instead of theoretical discussions, educators would learn from real-world examples and effective practices. Observations, case studies, and video demonstrations would provide concrete examples of success.

Provides Coaching and Expert Support

To ensure sustained growth, ongoing coaching and mentoring would be integral to the new PL models. Educators would receive regular feedback, guidance, and support, enabling them to continually refine their practice.

The Journey: Implementing the Change

The transition will not be without challenges. Some educators will be initially resistant to change, comfortable with the familiar “sit and get” approach. However, through a series of pilot programs we believe success stories will begin to emerge. From interactions with other institutions, teachers who have participated in the new PL models reported higher levels of engagement, greater confidence in applying new strategies, and improved student outcomes.

The Transformation: A Culture of Continuous Improvement

Go & Show or Alternate Models of PL

Active Learning

These models emphasize learning by doing. Participants engage in hands-on activities, simulations, or role-playing scenarios that mirror real-life challenges they might face in their roles.

Job-Embedded Learning

PL can be embedded within the workplace, allowing professionals to learn in the context of their actual work. This might include coaching, mentoring, or collaborative planning sessions that are directly tied to their daily responsibilities.

Collaborative Learning

Creating opportunities for teachers or professionals to learn together encourages the sharing of experiences, peer coaching, and collective problem-solving. This not only enhances learning but also fosters a culture of continuous improvement.

Reflection and Feedback

Incorporating reflection and feedback loops helps participants process what they’ve learned, make adjustments, and improve their practice over time. This ongoing cycle of learning and improvement is critical to the success of any PL initiative.

Implementing Alternate PL Models

Coaching and Mentoring

Pairing less experienced professionals with mentors who can provide guidance, feedback, and support can lead to more effective learning and application of new skills.

Professional Learning Communities (PLCs)

Establishing PLCs within the organization can provide a structured yet flexible environment for collaborative learning, where professionals can engage in continuous dialogue about their practices, challenges, and successes.

Action Research

Encouraging staff to engage in action research allows them to investigate challenges in their practice, implement new strategies, and analyze the outcomes. This method promotes a deep understanding of the content and its application.

Workshops with Follow-Up

Instead of standalone workshops, follow-up sessions can help reinforce learning, address challenges encountered during implementation, and provide ongoing support.

Transitioning from a “sit and get” to a “go & show” or other active learning models of PL can significantly enhance the effectiveness of professional development, leading to improved outcomes for both individuals and the organization as a whole.

The Call to Action: Embrace the Future of Professional Learning

The leadership at Valdymas College now calls on all educators to embrace this new approach to professional learning. The success of these alternate PL models is clear—when professional learning is content-focused, active, collaborative, modeled on effective practices, and supported by ongoing coaching, the impact is profound.

This is not just a change in how professional development is delivered; it’s a transformation in how educators learn, grow, and succeed. The future of Valdymas College depends on the collective commitment to this vision.

Join us in this journey. Embrace the change. Transform your practice. Together, we can shape the future of education at Valdymas College.

Fink’s 3-column table integrating the 5 key principles of effective professional learning (PL) with the implementation of alternate PL models:

Key Components (Fink’s Framework)	5 Key Principles of Effective PL	Implementation of Alternate PL Models
Foundational Knowledge	Content Focused	Align PL with specific, relevant content areas that address participants’ needs and roles. Use real-world examples and case studies to make content practical and applicable.
Application	Incorporates Active Learning	Implement “Go & Show” models where participants actively engage in simulations, role-plays, and hands-on activities. Allow educators to practice new strategies in a supportive environment.
Integration	Supports Collaboration	Create Professional Learning Communities (PLCs) where educators collaborate regularly. Encourage peer coaching, team teaching, and group problem-solving to integrate learning into practice.
Human Dimension	Uses Models of Effective Practice	Introduce participants to effective practices through observations, case studies, or video demonstrations. Encourage reflection on how these models can be adapted to their own contexts.
Caring	Provides Coaching and Expert Support	Offer ongoing coaching and mentoring to support the application of new skills. Provide regular feedback and opportunities for reflection to build confidence and commitment to continuous improvement.
Learning How to Learn	Supports Continuous Improvement and Reflection (implicit principle)	Encourage participants to engage in self-assessment, peer feedback, and reflective practice as part of the learning process. Implement cycles of action research to foster a culture of lifelong learning.

The Call to Action: Embrace the Future of Professional Learning

Key Components (Fink’s Framework)	5 Key Principles of Effective PL	Implementation of Alternate PL Models
Passive Learning: Participants passively receive information with limited engagement.	Beginning (Establish the Current Situation): Describe the limitations of “Sit and Get” PL.	Content Focused: Shift to PL that is directly relevant to participants’ roles, emphasizing practical, job-related content.
Lack of Practical Application: Minimal opportunities to apply knowledge in real-world contexts.	Middle (Journey to the Future State): Introduce alternative models like “Go & Show” that encourage active participation.	Incorporates Active Learning: Engage participants through hands-on activities, simulations, and real-world problem-solving.
Minimal Collaboration: Little to no peer interaction or collaborative learning opportunities.	Middle (Contrast with Alternatives): Highlight how new models promote teamwork and shared learning experiences.	Supports Collaboration: Foster environments where participants work together, share best practices, and learn from one another.
One-Time Events: PL is often a single event with no follow-up or ongoing support.	End (Transformation and Call to Action): Inspire action towards adopting new PL models with ongoing support.	Uses Models of Effective Practice: Incorporate ongoing coaching, mentoring, and expert feedback to sustain learning and practice.
Isolated Learning: Learning is separated from day-to-day work and lacks real-world context.	End (Visualize the Future State): Depict the positive impact of transformed PL on professional growth and organizational outcomes.	Provides Coaching and Expert Support: Ensure continuous support, guidance, and opportunities for reflection and feedback.

References

Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass.
Duarte, N. (2010). Resonate: Present Visual Stories that Transform Audiences. Wiley.Senge, P. M. (2006). The Fifth Discipline: The Art & Practice of The Learning Organization. Crown Business.
Gulamhussain, A. (n.d.). Teaching the Teachers Effective Professional Development in an Era of High Stakes
Standards for professional learning. Standards 2022. (2022, April 23). https://standards.learningforward.org/standards-for-professional-learning/
(n.d.). https://youtu.be/puiNcIFJTCU?si=Y1Caqe7wvEW6ekit
Hill, H. (2015). Review of the mirage: Confronting the hard truth about our quest for teacher development. National Education Policy Center. https://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf
TEDx Talks. (2013, November 6). Empowering the teacher technophobe: Kristin Daniels at TEDxBurnsvilleED [Video]. YouTube. https://www.youtube.com/watch?v=puiNcIFJTCU)