"Listening, observing, and collaborating are key elements in our professional development design."

This quote from Jennifer Norman, Executive Director of Pupil Services for Rocky River City Schools in Ohio encapsulates the innovative professional learning theory and design Jennifer shared with me during conversation #32.

"Rethinking professional learning means ensuring it is accessible, impactful, and truly meets the needs of our staff. We know there’s never enough time, so where I can, I have moved us away from stand and deliver models to more personalized virtual and asynchronous offerings that allow our dedicated teachers to engage in high-quality virtual professional development from their own environments. Why should our teachers spend their valuable time away from students commuting to a large PD room when the learning can be personalized and self-paced?

Our district's Global PD design, led by our Interim Superintendent, Liz Anderson, aligns to our value of continuous growth. My role in Student Services often intersects, working to ensure that Tier 1 PD equips all teachers to effectively support a diverse range of learners. We have introduced initiatives like 'Let's Talk Student Services' – short, engaging segments, like mini-podcasts, that tackle timely topics. These might stem from insights shared by school psychologists, principals, and teachers or address common questions around MTSS and the crucial role of general education teachers in Tier 1 interventions.

When a student is brought into our MTSS process, I can see their data and connect it back to professional learning content, facilitating targeted support for both the teacher and the student. I seek feedback from building leaders, asking them directly what their teams need. I then tailor district resources and support, simplifying complex information so that it is actionable for everyone. This approach helps us connect with those who might be initially resistant.

External partnerships and internal expertise complement one another. For example, with Wilson Language Training, we have leveraged expert observations and calibration to maintain the integrity of the program, followed by in-district Wilson trainers who can further support our educators. When introducing new initiatives like Branching Minds, we partner with the primary source for initial PD, then facilitate ongoing meaning-making for our teachers internally. Our goal is to build a comprehensive resource bank, eliminating the 'I didn't know' excuse and providing clear guidance and support when needed.

Quarterly forums with teachers are another vital component, fostering open communication and collaborative problem-solving. These volunteer-based groups allow us to address emerging issues proactively. We've even involved staff in vetting new systems, like our Student Information System (SIS), by inviting them to vendor demos to build broader buy-in."