The book Teacher-Centered Professional Development by Gabriel Diaz-Maggioli, lists stumbling blocks for teacher professional development.  Stumbling block number 6 follows: Lack of variety in the delivery modes of professional development- Once a decision is made to invest in professional development, the cheapest format is often chosen for the purpose—usually a lecture, workshop, or seminar. It is ironic that so much has been written about the importance of differentiated instruction in the classroom; when it comes to instruction for teachers, undifferentiated approaches usually prevail. (Book excerpt with all 11 stumbling blocks: http://www.ascd.org/publications/books/104021/chapters/Professional-Development-Today.aspx) . 

KFP PD strived and succeeded in avoiding this stumbling block.  Because so many of our presenters are teachers themselves (and inventive, talented teachers at that) we experienced PD in different formats.  We were not just told to do things, rather we tried them with guidance.  We were not just lectured at, rather we became an active part of the presentations.  When teachers lead professional development, we understand how important it is for our colleagues to walk away with something of value, and also leave feeling valued.  If our ideas, insights, needs, questions, and concerns are not acknowledged in PD, then why would we value what is being asked of us?

On a coach level, the KFP PD Institutes provided reflection time on the goals I should have for my own presentations.  The Institutes spurred me to re-read the 11 PD stumbling blocks and to hone my own PD seminars and presentations accordingly.   

The PD migraine we all hope to avoid: 

 Polar Viewpoints about social media in the classroom? Sounds like just about everything else surrounding the classroom.

Schools are polarized places, so I have learned to carefully choose what I fight for vocally.  Last year, an experienced teacher said to me, ” if you can’t control it, make yourself and others as comfortable in it as you can.”    The phrase has stuck with me, as I realized that as much as I may dislike certain aspects of our profession, it is not my job to overtly object, because sometimes the objections won’t change things.  Rather, all they do is make myself and others more upset.

This all segues to social media usage.  Our district has a strict list of websites that it allows.  Although I understand the precautions behind the district’s decisions, it is also frustrating when I am planning from home and realize the sites I want to use are not available at school.  We are getting better about our blocked sites, in that you can ask for sites to be unblocked for educational purposes, but this still delays lessons and teachable moments.  As much as myself and others may complain about the strict firewall, complaining only makes the situation worse because it doesn’t change it.  I am now concentrating on what I can do within my district and what can be done with social networking.  And, if I feel strongly enough about something that is blocked, I know that we have a receptive technology department that is ready to listen to my rationale and help me either find something that is allowed in our district that does the same thing, or, I can unblock the resource.