Professional Learning Conception #8 – Creation

For the final post in my series on Professional Learning Conceptions, I want to echo off of the first one (Professional Learning Conception #1 – Managing Curriculum) where I wrote of either massaging a purchased curriculum into instructional shape or writing personalized curriculum for your team.  True professional learning demands that we ascend from Bloom’s basement to sophisticated synthesis and evaluation of our work and that of our students.  When I speak of “creation” as professional learning, it is not standing at the copier with your binder of blackline masters, changing bulletin boards, or running the scissors through miles of laminate.

Consider this:  Your team is facing some new requirements, perhaps different standards than you’ve previously taught, or maybe new content to your grade level or course.  There is evidence that change is needed.  You may need to revise assessments and rubrics so that you can collect appropriate data to see if your kids are “getting it”.  It could mean that you need a way to analyze the data more succinctly, such as redesigning your gradebook or spreadsheet to provide more accurate and instantaneous reflections of student achievement.  Perhaps the team uncovered an enduring learning from a recent lesson study (see Professional Learning Conception #6 – Lesson Study) that requires revision to instructional processes in future units. It might just be that you need to identify text from the library that better support your students’ learning.  Those books don’t read themselves and doing it alone nearly guarantees inefficiency for your purposes of gathering multiple sources that truly satisfy your need.

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How do you see implementing this model into your work?  What might enhance or inhibit it for you?