Tips for Effective Professional Development
So, you’ve decided to take the plunge and present a great idea to your colleagues. Here’s how to maximize your impact
In part one of this blog, we discussed why you should consider presenting at a professional workshop and how to find a great topic.
In part 2, I’d like to address some questions raised in this video:
We’ve all been there! The speaker is underprepared, not respectful of participants’ time, or just flat out boring! None of us wants to be perceived this way by our colleagues.
But, don’t worry: there’s some good news.
First, a lot of these concerns are alleviated at professional workshops simply because attendees have chosen (and in most cases, paid) to attend. These teachers are giving of their personal time and resources to improve their own practice. They’re not coming in with bad attitudes or looking to be disengaged; they want to learn and they selected your workshop from among many others. Just the nature of the event means teachers want to be happy with your session.
“Presenting a professional development session doesn’t mean you know more than others; it only means you like to share.”
Second, designing a good workshop is not rocket science. Just as you develop engaging and useful lessons for your students, you can create a good PD workshop. There are many ways to do this, but here are some elements a good PD session might include. Of course, you should adapt this list to suit your own topic and style.
Introduction: Frame your Problem Convincingly
Have a clear goal in mind for your session. What is the problem, and how will your session help solve it? Keep this objective in clear focus as you develop your presentation.
Provide relatable evidence from your own experience. Share a personal or classroom anecdote, or tell why you developed this particular topic.
I love to give my students a survey about my topic and include their responses on my slides (via a graph and/or some of their comments). The kids can be very insightful, and articulating student perspectives can be a very effective and relatable attention getter.
Good PD is rooted in solid educational principles. Consider doing some professional reading about your topic and include an overview of some of that research for colleagues. I often start with a Google Scholar search or a search in the Oasis world language database.
At the same time, don’t be overly theoretical. When I attend PD I’m not looking for an entirely new way of teaching, nor am I trying to re-examine my core values as a human being. I want some solutions to classroom-based challenges that I can realistically implement with my students.
To that end, I like to aim for about 10% theory, 90% practice.
“Just as you develop engaging and useful lessons for your students, you can create a good PD workshop. ”
Sharing Your Idea
Propose your general solution
Be practical. Share a specific example of your solution using actual classroom activities
Let teachers try out some of your activities during the session. This allows teachers to take on the role of a classroom learner, allowing them to identify with students’ experiences in doing this activity.
Build in time for partner discussion and interaction with colleagues and as a full group. This gives teachers time to apply their own professional knowledge and creativity to your approach. Providing processing time is good practice for students; equally so for our colleagues.
Share evidence, benefits, or results explaining the effectiveness of that particular activity. You can also share results from your own classroom experience.
Repeat the ‘activity - try it - discuss it’ cycle with several more activities. I like to share around 6-10 practical ideas in a PD workshop, with teachers trying out around half of them.
Address Challenges
Mention challenges, pitfalls, or difficulties related to your activity (Is it hard to find resources? Time consuming? Difficult to assess? Or…?)
Address these challenges and share how you solve them.
Be honest. Nothing is perfect, and your colleagues will appreciate your clear-eyed assessment.
Process and Apply
Give teachers time to discuss with a partner how this idea was helpful or what they might implement what they learned in their own classrooms
Provide teachers with resources, such as links to editable handouts, useful web resources, items you’ve developed, etc. I always share my slides with embedded links to all resources in my session. I like to share editable electronic copies of my handouts. If a colleague can take one thing I share and adapt it to benefit their own students, that’s a win!
Leave a few minutes for questions.
Welcome feedback, new ideas, and suggestions. If someone shares a great idea, I’ll add it to my slides and give them credit! We’re all in this together!
Be available after the session. Consider providing your contact information for future collaboration. If someone approaches you after your session, be warm and appreciative of their feedback. They’re taking time to engage with your idea - this is a compliment and great for both of you!
If you do all of that, your PD will be full, useful, and well-received.
Finding a Place to Present
There are a lot of professional development conferences, and they are often looking for presenters.
Session proposals are typically requested 6-9 months before a conference, and for large conferences even longer. Of course, you will need to research the specific requirements for submitting a proposal to each organization. I suggest you save a document with your title, abstract, a professional bio, and any other information you write for a proposal. You may use it again for another conference!
Good starting points for World Language teachers:
State world language conferences. Just search “World Language Conference in (state)”
Language specific conferences like AATF (American Association of Teachers of French), AATSP (American Association of Teachers of Spanish and Portuguese), AATG for German teachers, CLTA-US for Chinese, etc. Many of these organizations have state chapters who may offer webinars, smaller conferences, etc.
Local colleges and school districts may offer opportunities to share professional development.
Be willing to look outside your discipline. For example, I collaborated with my school librarian to offer a PD session on reading instruction to general education teachers. My perspective as a world language teacher provided a unique twist on the reading approaches they were used to.
The first two or three sessions are the hardest. After you’ve presented a few times you will get better at it and people will start to know you and look forward to the professional development you provide.
If your proposal isn’t accepted, don’t be discouraged. It may just mean they had several proposals on similar topics or it wasn’t the right fit for that conference. Run your proposal by a trusted colleague, continue to develop your idea, and try, try again!
Overcoming Fear or Imposter Syndrome
Still feeling apprehensive about presenting to your colleagues? That’s OK! Here’s some ideas to help:
Start small. You don’t have to present at a regional or national conference. Could you share a teaching idea at a staff meeting in your building? Could you share with other teachers in your school district? These are great places to build your repertoire and gain some experience.
Present with a colleague. Two heads are better than one! You can plan together, practice together, and alternate speaking which helps your attendees maintain interest, gives you some breathing room, and provides moral support.
Seek a mentor. Is there an experienced teacher / presenter in your circle? Ask them for help and advice.
Remember - again - presenting a workshop doesn’t mean you know more than others; it only means you like to share. What you bring to the table is valuable! Don’t hoard it!
Is anything holding you back from developing a professional workshop? Have you tried it, and how did it go? Share in the comments!
