1. Leading Our Professions Level 1: Foundational
Jessica

2. Hello! We are: Jessica Galarneau, GBEA
Alexandra Agar-Pratt, Region 7 ULE-Watertown
Amanda Oudenhoven, GBEA
Jessica, Alex, Amanda

3. Level 1: Foundational
Advocates for professional learning, professional quality, and social diversity inside our professions
promotes our union’s role in advancing education transformation, student learning, and equitable access to opportunities.
Amanda

4. Leading Our Professions Competency
professional development
policies & strategies
the union’s role
applying research
Themes
Leading Our Professions Competency
Amanda

5. Go to this website. Enter this code. Tell us about your PD experience.
Menti.com
Go to this website.
XX XX XX
Enter this code.
Share!
Tell us about your PD experience.
Amanda/Alex
Check code before presenting...it changes each time you open it up in mentimeter. (This one is under account.)

6. Research says...
Alex
Use the quotes on this doc to cut up and stuff in envelopes.

7. Time Content Context Follow-Up Teacher-Led Outside Experts?
“Used wisely”
“Just-in-time assistance”
Content
“Content matters”
“Practices to implement”
“Active-learning experiences”
Context
“Context matters”
“How does this apply to me?”
“Opportunities to adapt”
Follow-Up
“Structured and sustained”
“Time to implement and reflect”
“Dedicated PLCs”
Teacher-Led
“We are our best resource”
“Utilize diverse experience”
“help teachers better understand both what they teach and how students acquire specific content knowledge and skill”
Outside Experts?
“program authors or researchers presenting ideas directly to teachers”
“helped facilitate implementation”
“NOT train-the-trainer, peer coaching”
Alex

8. The Union’s Role TEACHER-LED CONTENT CONTEXT TIME FOLLOW -UP EXPERTS?
What PD are educators (or students!) in your district needing or wanting? How can you conduct a needs assessment?
FOLLOW -UP
EXPERTS?
Are you already offering PD opportunities for your members? How can you expand those opportunities district-wide?
Who in your local is considered an expert at a PD topic (the “go-to” person)?
Alex

9. Professional Practice Continuum
Alex
Jacques, C., Weber, G., Bosso, D., Olson, D., Bassett, K. (2016). Great to influential: Teacher leaders’ roles in supporting instruction. Washington, DC: Center on Great Teachers and Leaders, American Institutes for Research. Retrieved from

10. Continuum Discussion
How could the union support you at this stage in your career?
What stereotypes are there about supporting people at this stage in their career?
Jessica

11. The only way to DIFFERENTIATE to meet members’ needs is to ask them.
Jessica

12. MY CIRCLE OF INFLUENCE Amanda
Use the example of getting a flat tire to illustrate who you can rely on (ex. yourself→ YouTube, family, friends, friends of friends, AAA→ on outer ring of circle but have necessary resources).

13. What is an issue or obstacle that needs to be addressed?
Professional issue
Student learning issue
Amanda

14. Pause and Reflect. What is working well and in your favor?
What are your obstacles and barriers?
Do you know what your local, region, WEAC, and/or NEA already offers for professional development for members?
Jessica

15. RESEARCH CAREER CONTINUUM CIRCLE OF INFLUENCE EXISTING RESOURCES
Alex-recap materials
Amanda-mention resources

16. This work is not new. password: union
Alex-this work is not new + we need to promote the work we do (even locally)
password: union