PL (Professional Learning) Plan Outline for Valdymas College Innovation Plan

Incorporating the 5 Keys Principles of Effective Professional Learning

Ongoing Duration

The PL model will feature continuous learning and feedback loops through a combination of workshops, peer mentoring, and follow-up sessions. This ongoing support is critical for ensuring that new strategies are effectively implemented (Darling-Hammond et al., 2017).

Implementation Support

Each teacher will be paired with a coach for real-time guidance during the implementation of new practices, including personalized learning and ePortfolio integration. Coaches will conduct classroom observations and provide timely feedback, which is vital for improving instructional practices (Knight, 2019).

Active Learning

Professional development sessions will be interactive, incorporating role-playing, collaborative problem-solving, and classroom simulations. Active participation is a key component of effective professional learning (Guskey, 2002).

Modeling Best Practices

Expert facilitators and lead teachers will demonstrate effective practices such as personalized learning strategies and the use of ValdymasCAPs. Research shows that modeling is an effective method for improving teacher practice (Joyce & Showers, 2002).

Content-Specific Training

The professional learning will be tailored to meet subject-specific needs. For instance, middle school math teachers may focus on integrating digital tools for problem-solving, while high school literature teachers emphasize fostering student-led discussions. Tailoring PD to specific content has been shown to improve teacher implementation (Desimone & Garet, 2015).

Fostering Collaboration

💥 Establish Professional Learning Communities (PLCs) to ensure focused and specialized discussions that address specific challenges. PLCs will meet weekly to allow teachers to discuss classroom challenges, share resources, and develop solutions (DuFour & Eaker, 1998).

💥 Virtual platforms such as Google Workspace, Zoom, and Trello will be used to facilitate both in-person and remote collaboration, enabling ongoing engagement from all teachers. Collaboration and shared problem-solving are integral to teacher development (Vescio, Ross, & Adams, 2008).

Leadership AND Roles

💥 Innovation Lead (Implementation Manager and Administrators): Responsible for overseeing the professional learning process and aligning it with the COVA (Choice, Ownership, Voice, and Authentic learning) framework (Thibodeaux et al., 2019).

💥 PL Facilitators (Department Heads): These individuals will lead PLC meetings and guide content-specific learning in their disciplines.

💥 IT Support: The IT team will provide technical support for integrating ePortfolios and ValdymasCAPs into the learning environment, ensuring the effective use of technology (Means, Toyama, Murphy, & Baki, 2013).

Audience and Their Needs

💥Teachers : The 13 full-time and 6 contracted teachers will receive support to transition from traditional lecture-based instruction to student-centered personalized learning, incorporating digital tools like ePortfolios. This approach to PL meets the need for differentiated instruction and active learning (Tomlinson, 2001).

💥Teachers : The 350 advanced-level students at Valdymas College will benefit from improved teaching methods that promote increased engagement and ownership of their learning (Weimer, 2013).

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.

Instructional Design Approach

💥 The Big Hairy Audacious Goal (BHAG) framework will guide instructional design. The goal is to transform every classroom into a fully student-centered, personalized learning environment within 24 months (Collins & Porras, 1994). Teachers will facilitate learning by guiding students through personalized learning paths.

💥 The 3-Column Table will structure the learning process, ensuring progression toward the BHAG through specific learning goals, performance tasks, and continuous feedback (Wiggins & McTighe, 2005).

The 3-Column Table will help structure the learning process for the teachers and ensure progression toward the BHAG. This method will outline:

Specific Learning Goals

💥 Teachers will be trained in personalized learning strategies, ePortfolio integration, and student engagement techniques.

💥 Teachers will learn how to design and facilitate project-based learning that allows students to explore their interests.

💥 Teachers will understand how to provide personalized feedback through digital platforms.

Performance Tasks

💥 Teachers will create personalized learning plans for students, including clear objectives, assignments, and assessment criteria.

💥Teachers will participate in peer-observation sessions to model and reflect on personalized learning practices.

💥 Teachers will facilitate at least one student-led project where students use ePortfolios to document their learning journey.

Feedback Methods

💥 Continuous feedback will be provided through peer coaching, classroom observations, and regular check-ins with department heads.

💥Student feedback will also be incorporated to refine teaching strategies and enhance personalized learning paths.

💥 Regular reflections and evaluations on progress towards the BHAG will occur every three months, allowing for adjustments and refinements in the professional learning approach.

BHAG Goal: By the end of 24 months, every classroom at Valdymas College will be a fully student-centered, personalized learning environment, where students engage in self-directed projects, track their progress using ePortfolios, and take ownership of their learning outcomes. Teachers will act as facilitators, guiding students along personalized learning paths supported by digital platforms.

This 3-Column Table will serve as the structural framework for the professional learning process, ensuring that the transition toward student-centered, personalized learning environments is both organized and measurable. The combination of learning goals, specific performance tasks, and feedback mechanisms will help teachers gradually implement strategies that promote autonomy and digital integration in their classrooms.

Learning Goals	Performance Tasks	Feedback Methods
Understanding Personalized Learning: Teachers will be trained in the principles of student-centered learning and personalized instruction.	– Participate in professional development workshops focusing on personalized learning strategies.	– Peer coaching and mentoring with department heads.
	– Teachers will complete assessments where they design personalized learning plans for students.	– Review and feedback provided by professional learning communities (PLCs) and coaching sessions.
ePortfolio Integration: Teachers will learn to use ePortfolios for documenting and tracking student progress.	– Teachers will implement ePortfolios in their classrooms, having students document learning outcomes and projects.	– IT department provides technical feedback on usage, and the academic team assesses quality of integration.
	– Conduct student training sessions on how to use ePortfolios effectively.	– Feedback from students on the ease of use and effectiveness of the ePortfolio platform.
Fostering Self-Directed Learning: Teachers will facilitate student autonomy and encourage ownership of learning.	– Design and implement project-based learning activities where students have control over topic selection.	– Classroom observations to assess the level of student engagement and autonomy in learning.
	– Develop assessments that allow students to reflect on their learning through peer reviews and self-assessments.	– Regular reflections with students to gauge progress and revise learning strategies as needed.
Using Digital Platforms Effectively: Teachers will integrate ValdymasCAPs into their classrooms to foster digital literacy.	– Teachers will lead workshops to introduce ValdymasCAPs into assessments and daily learning routines.	– IT and department leads provide technical and pedagogical feedback on how ValdymasCAPs is being used in lessons.
Creating Collaborative Learning Opportunities: Teachers will design group-based projects that leverage both in-person and virtual platforms for learning.	– Organize cross-curricular projects where students collaborate on problem-solving using digital resources.	– Feedback from peers and facilitators in the weekly PLC sessions, with assessment of collaboration skills in student projects.
Personalized Feedback Mechanisms: Teachers will develop personalized feedback methods for students through digital platforms and peer assessments.	– Teachers will use digital tools (Google Classroom, Trello) to provide real-time, individualized feedback on student work.	– Peer observations and department head review of feedback practices to ensure they align with personalized learning objectives.
Scaling Student Ownership: Teachers will foster a culture where students take increasing responsibility for their own learning.	– Develop a student ownership rubric that encourages reflection on learning progress and future learning goals.	– Self-assessment rubrics and teacher feedback on the effectiveness of student ownership of learning.
Implementation of Self-Directed Capstone Projects: Teachers will guide students through capstone projects where they take complete ownership from start to finish.	– Design capstone projects where students propose, research, and execute learning initiatives aligned with their interests.	– Capstone presentations assessed by peers and external educators to gauge effectiveness of student-centered learning.

References

Collins, J., & Porras, J. I. (1994). Built to Last: Successful Habits of Visionary Companies. Harper Business.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.
Desimone, L. M., & Garet, M. S. (2015). Best practices in teacher’s professional development in the United States. Psychology, Society & Education, 7(3), 252-263.
DuFour, R., & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Solution Tree Press.
Fullan, M. (2016). The New Meaning of Educational Change. Teachers College Press.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.
Hughes, J. E., Thomas, R., & Scharber, C. (2005). Assessing technology integration: The RAT- Replacement, Amplification, and Transformation- framework. Society for Information Technology & Teacher Education International Conference.
Joyce, B., & Showers, B. (2002). Student Achievement Through Staff Development. ASCD.
Knight, J. (2019). Instructional Coaching: A Partnership Approach to Improving Instruction. Corwin Press.