This past Friday was my districts second Collab Day of the year. That’s right, Collab Day. That’s our common language here – we refer to the district-wide professional development day as a Collab Day. It’s important to have a common language around professional learning in a district, don’t you think? I like that language because it suggests that whatever it is we are doing, we are doing it together as a team. Our focus for Collab Days this year is Differentiated Instruction and I want to share the process we are using to make it successful in our district.
- We have a wonderful lead teacher, Annette Rouleau, who eats, drinks and sleeps DI, and on any given day throughout the year is working side-by-side with teachers in their classrooms. That’s where it starts for us; with an innovative, relational, and credible teacher supporting her colleagues as they experiment with new approaches.
- Each of our schools have a DI rep who attend sessions with our lead teacher throughout the year.
- In the month leading up to each Collab Day our lead teacher takes school principals through an engaging presentation on DI, building their capacity and providing them with a template presentation that can be used if they wish, but they are certainly encouraged to make it their own and to put it into the context of their own school.
- The lead teacher also works with the school DI reps for a day to prepare them for the presentation.
- On the Collab Day, the school principal and DI rep work as a team to deliver the presentation in a way that works best for them and their teachers. This takes place in the morning and provides teachers with a base of knowledge that will assist them in moving forward with planning DI strategies in their classrooms.
- The afternoon is more teacher driven. Teams of teachers work on developing instructional strategies that will be applied to their practice in the coming days. They will come back to the next Collab Day ready to share the challenges and successes they experienced when applying their new learning to their daily practice.
- This cycle continues throughout the year.
It’s a great balance between a top down and bottom up approach to teacher PD. Not only do our teachers receive a high level of instruction from knowledgeable peers, they also have a great deal of autonomy in deciding where to place their focus in the afternoon. Although I’ve only been in the district for a few months, I’m witnessing high levels of teacher engagement which is transferring to innovative learning experiences for students.
To make things even better, this month it was suggested that a back channel be set up so learning could be shared throughout the district in real-time. Our Twitter hashtag (#GPCSD) was used to stream Tweets from across the district and I was quite amazed at the result. Both experienced and brand new Tweeps flooded the airways and by the end of the day we had a wonderful accounting of all that had taken place. One might even say our learning went viral that day.
Well done #GPCSD.
Here’s the archive: