Developing Effective Professional Learning

This detail of PL is to occur after the planning phase of the implementation outline and should continue and be evaluated annually as part of the innovation plan. PD cannot be a series of isolated events, it needs to be ongoing and part of your organizational culture. Provide teachers with the collaborative time, support and resources to create their own professional learning plan and best practices will emerge.

Scheduling PD

-Ongoing, embedded professional development. Regular coaching sessions during the school day (1-2 hours sessions every month) are important for the successful completion of a teacher’s individual goals and should become a framework for faculty coaching and support.

-Pre-planned combined course activity freeing the faculty member and rotating substitute model to create a scheduling solution to both relieve the teacher for their coaching session and deliver alternative curriculum to the students.

-Identify faculty leaders who can coach, support and inspire their colleagues in modeling new ideas for course transformation.

Curriculum Planning and Documentation

-Using a common digital tool, like, pages, word or google, create a planning document that is shared between the faculty member,other faculty and coach. Throughout the year course plans and goals of the faculty members choice are updated as well as references. This document becomes evidence of personal growth and the foundation for innovative projects.

-Allow for subject-specific exploration into digital tools and resources and the application of technology onto activities relevant to faculty goals.

-Create a 3 column table. Faculty will be required to create a 3-column table for their own course as they learn to transform their courses to reflect authentic learning with goals, activities and assessments.

PD Meetings & Coaching

-Engage faculty through varied approaches (videos, discussion, presentations, activities) so they can participate actively in making sense of a new practice.

-For departments that do not have dedicated instructional technology personnel or coaches, innovative faculty should be given the time and resources to serve as coaches for their colleagues.

-Coaches to get to know faculty goals through one-on-one or small group coaching sessions. Coaches help faculty with digital content, activities and references that are relevant to their specific goals.

.-Coaches connect teachers to ideas, content, and experts. Coaches model modern learning by seeking out, filtering and distributing relevant information and resources. Coaches listen to faculty and help them to identify their natural strengths and personal interests through conversation or direct survey.

Communities of Learning

-Promote interaction based on interest or content area. Shared stories, projects and reflections of one teacher are often the “sparks”, or starting points, for another.

– Challenge faculty members to use social media to connect with peers in or out of their field to get inspired and share what they know. 

-Coaches guide teachers into these collaborative opportunities or other appropriate professional networks knowing that teachers will find the resources, support and encouragement necessary for success.


-Develop partnerships with students to include student voice and better understand how to leverage digital resources for authentic learning experiences.

-Embrace failure as a form of iteration of learning for better course design.

-Record practice to reflect and evaluate on iterations of activities.

Faculty spotlights

-Inspire faculty with models of success as examples of the possibilities of authentic learning 

– Ask faculty members what their favorite go-to apps and online resources are and curate them in a shared online resource or e-portfolio.

Access google doc PD outline.


Apple Education. (July 2007). Innovation in Schools. Apple iBook. Retrieved from

EDSurge. (June 2014). How Teachers Are Learning:
Professional Development Remix. Retrieved from

Ottawa Catholic School Board. (May 2016). A Framework for Districtwide Change. Case Study Report. Canadian Education Association, Toronto, ON. Retrieved from

Navigation Links:

Alternate PL – Call to Action

Developing Effective Professional Learning

Connecting and Communicating Ideas

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