Dr. Marion Bish July 23, 2013

 Introductions  All questions are welcome  100% participation  Why is this topic important?  What do you hope to learn?  What are your expectations of the setting and each other?

 Use motivating factors in designing PD  Provide workplace learning environments that support PD  Work with given assumptions for planning and working with groups when designing PD  Develop PD with generational differences in mind

 Build social networks  Meet expectations  Advance in their careers  Be stimulated  Help others  Learn for its own sake

 Realistic goals and expectations for learning have been established.  The organization has made a commitment to the learning process.  Sufficient trust exists in the organization.  Sufficient time is provided to permit learning.  The workplace learning is guided by a plan.  A clear senses exists about “next steps” following the workplace learning process.

 Organizational leaders share a common understanding of vision and goals of learning.  Fear has been reduced so that individuals are not afraid to take risks and learn.  Learners feel empowered.  Learners can see the value to themselves.  Responsibilities for who should do what in the workplace learning process have been clarified.

 Encourage introductions so people know each other.  Emphasize that every question is worthwhile.  Explain that all are expected to participate.  Explain why the topic is important to the organization and to the participants.  Ask learners what they hope to learn.  Ask what the expectations are of the setting and each other.

 Adults prefer focused learning on how to apply immediately.  Older adults may take longer to learn – more careful so it is done right.  Younger adults more willing to experiment without careful planning.  Adults do not like to make mistakes that makes them appear foolish or incompetent.  Environment must support and encourage.  Older adults may prefer face-to-face.  Younger adults may prefer on-line.

 No hard chairs and long, boring lectures.  Active and interactive settings – stimulating but psychologically safe.  Respond best to a facilitator who poses questions, gives just enough information, and then lets learners participate.  Facilitation skills are crucial in PD for adults!! “The greatest compliment that was ever paid me was when someone asked me what I thought and attended to my answer.” Henry David Thoreau

 Less than 8% of OTJ learning transfers back to changed behavior.  Short-term memory loss.  Supervisors and co-workers are seldom in the same learning session.  Group norms.

 Give memorable instruction – stories more than rules.  Appeal to multiple senses.  Relate learning to what is already known, purposely building on current knowledge – be explicit and overt.  Identify OTJ problems learners face and openly problem-solve as part of the PD.  Ask what barriers learners feel will impact their application of learning AND what leaders can do to break down the barriers.

 Avoid stereotypical thinking on generational differences BUT  Analyze learners targeted for the PD  Be aware of general, aggregate characteristics of various generations when designing PD

 Tell them why they should care about the learning. What’s in it for them?  Tell them how the organization will gain by them changing or by application of their learning.  Know a sense of urgency and keep time moving.  Take advantage of their experience, lots of opportunities to share what they have learned.

 Show how applying what they learn can benefit others as well as themselves.  Play down their cynicism.  They will challenge training content and process - avoid becoming defensive and move on to ask others what they think.  Give them an opening to vent by inviting them into the discussion – don’t avoid them.  Challenge other groups to respond to the points made by them.

 Involve and pay attention – most likely group to leave an organization.  Show how training will help them meet personal and organizational goals – ambitious!  Often defined by their work, eager to improve self and RESULTS.  Heavily peer influenced – deliberate effort to appeal to whole group, esp. informal leaders.  Use technology – speed allows them to link in.

 Three Dimensions of Successful Teacher Leaders  Knowledge and Skills  Dispositions  Roles and Opportunities  How do the 3 dimensions translate into working with adult learners?

 Build Trusting Relationships  Fostering group membership  Listening intently  Taking an ethical stand  Taking a caring stand  Creating a safe environment  Developing cultural competency  Facilitating Professional Learning for Teachers  Using reflection strategically  Structuring dialogue and discussion  Disrupting assumptions  Fostering learners’ engagement  Encouraging collegial inquiry  Understanding development of teacher knowledge in content and pedagogy  Foster responsibility for the group’s learning by all group members

 Believe that teacher learning is interwoven with student learning  Value the work of learners  Accept and act on constructive feedback  Possess courage to take risks  Is reliable

 This disposition becomes the key factor in living out and using what is learned.  Districts and schools must open doors for teacher leaders, providing opportunities for development of leadership skills.  Not all teachers wish to become administrators but many wish to lead. LET THEM!

“If teachers are to prepare an ever more diverse group of student for much more challenging work – for framing problems; finding, integrating and synthesizing information; creating new solutions; learning on their own; and working cooperatively – they will need substantially more knowledge and radically different skills than most now have and most schools of education develop.”

“If you want to go quickly, go alone. If you want to go far, go together.” African Proverb