Building a Professional Learning Strategy That Works

Technology integration isn't just about using new tools—it's about transforming learning experiences. This Alternative Professional Learning (PL) Strategy is designed to foster collaboration, curiosity, and continuous improvement. Built on five key principles of effective PL, our professional learning strategy stems from a clear purpose: empowering teachers to create personalized, engaging learning environments that meet the diverse needs of every student in grades 3-5.

 

🔹Sustained & Ongoing Learning – A structured PL Timeline, coaching cycles, and PLCs provide continuous professional growth to support long-term implementation of adaptive learning tools.

🔹Implementation Support – Through Go and Show sessions, peer coaching, and on-demand resources, teachers receive real-time feedback and hands-on guidance to confidently integrate adaptive learning strategies.

🔹Active & Engaging Learning – Professional learning is interactive, with hands-on labs, personalized PD pathways, and collaborative demos ensuring teachers experience and practice adaptive learning strategies in real-world settings.

🔹Modeling Best Practices – Educators observe, co-teach, and analyze recorded lessons, gaining firsthand experience in applying adaptive learning tools effectively.

🔹Grade-Level & Discipline-Specific PD – Learning is tailored to elementary educators, focusing on special education support, data-driven instruction, and differentiated strategies to help all students succeed, especially on STAAR assessments.

 

Go and Show: Purposeful Professional Learning to Achieve Our BHAG

The Go and Show model ensures that every teacher at BSE gains the confidence and skills needed to implement adaptive learning tools effectively, supporting personalized instruction for all students, especially those with special education needs. Instead of traditional, passive PD, this approach immerses teachers in real-world application and collaboration.

🔹 Go: Educators engage in classroom observations, hands-on learning labs, and peer coaching to see adaptive learning strategies in action.
🔹 Show: Teachers apply what they’ve learned by implementing adaptive tools in their own classrooms, sharing their experiences in PLCs, peer-led demonstrations, and data-driven reflections.

How Go and Show Supports Our BHAG

🔹Real-Time Classroom Observations – Teachers learn by seeing adaptive learning strategies effectively implemented in real classrooms.
🔹Hands-on, Interactive Learning – Educators gain practical experience with adaptive tools before applying them.
🔹Collaborative Demonstrations & Feedback – Teachers refine their implementation through peer coaching and shared reflections.
🔹Sustained, Teacher-Led Growth – Professional learning is continuous, teacher-driven, and tailored to meet the needs of BSE educators and students.

 

 

Roles and Responsibilities in Professional Learning with Purpose

To ensure the successful implementation of adaptive learning tools and the achievement of our BHAG, each team member plays a vital role in supporting professional learning, collaboration, and instructional growth.

This Roles and Responsibilities Chart outlines the key contributors—from instructional coaches to classroom teachers and administrators—and their specific responsibilities in facilitating purpose-driven, hands-on professional learning. Through coaching, peer collaboration, technology integration, and leadership support, this framework ensures that every BSE teacher is equipped with the skills and confidence to personalize learning for all students, especially those with special education needs.

By fostering ongoing support, shared leadership, and active engagement, we create a sustainable professional learning culture that drives student success.

Audience

This Alternative Professional Learning (PL) Strategy is designed for educators, instructional leaders, and administrators who are committed to fostering a culture of continuous growth and instructional excellence.

  • Teachers: This strategy provides classroom educators with meaningful, research-based learning opportunities that support instructional effectiveness, student engagement, and professional reflection.

  • Instructional Coaches & Specialists: Those who mentor and guide educators will find valuable resources to support differentiated professional development and personalized learning pathways.

  • School & District Administrators: Leaders responsible for shaping school-wide professional learning will gain insights into structuring sustainable, impactful PL initiatives that align with institutional goals.

By tailoring this strategy to meet the needs of various stakeholders, this section of my ePortfolio serves as a practical and accessible resource for driving meaningful professional growth.

BHAG in Action: Creating Personalized Learning for All

This BHAG serves as the driving force behind our professional learning strategy, guiding all initiatives toward sustainable, impactful instructional change. By focusing on adaptive learning, data-driven instruction, and differentiated support, we aim to close achievement gaps, improve STAAR performance, and foster student engagement.

Through a structured and collaborative professional learning model, teachers will receive the training, coaching, and hands-on experience necessary to integrate adaptive learning tools effectively. By focusing on professional learning with purpose, we are not just improving teacher skills—we are transforming education to meet the needs of every student at BSE.

When this vision becomes reality, BSE will be a leader in adaptive, student-centered learning. Every student—regardless of their learning challenges—will have access to a personalized, engaging, and supportive educational experience that sets them up for success.

Together, we will create a future where every BSE teacher is confident, every student is engaged, and adaptive learning tools drive meaningful academic success.

Pilot Group Orientation & Implementation Timeline (Grades 3-5)

July - September: Foundation & Vision

  • Launch intermediate team & set vision

  • Develop individual learning paths

  • Establish PLC structure (Grades 3-5 as one unit)

  • Plan leadership meetings & digital resource hub

  • Set up technology platform & train on tools

  • Initiate PLC framework & classroom observations

October - December: Implementation & Reflection

  • Partner teacher observations & cross-grade collaboration

  • Progress check-ins & instructional strategy focus

  • Technology integration & implementation support

  • Mid-year review & planning for second semester

January - June: Growth & Expansion

  • Strategy adjustments & technology enhancement

  • Specialized workshops & innovation sharing

  • Progress evaluation & best practices collection

  • Final phase planning & implementation review

  • Pilot data analysis, feedback collection & expansion planning

  • Year-end reflection & preparation for full implementation (2025-2026)

Resources Needed

To successfully implement this Professional Learning (PL) Strategy, the following resources are essential:

Resources 

Brown, C. A., Belfield, C. R., & Field, S. J. (2002). Cost effectiveness of continuing professional development in health care: a critical review of the evidence. BMJ, 324(7338), 652-655.

Fink, D. (2003). A self-directed guide to designing courses for significant learning. Jossey-Bass

Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf

Harapnuik, D. (2015, May 9). Creating significant learning environments [Video]. Youtube. 

https://youtu.be/eZ-c7rz7eT4?si=AL9QMeFQ12R7-1p

Rice, J. K. (2001). Cost framework for teacher preparation and professional development (pp. 1-8). Washington, DC: Finance Project.

TEDxEast - Nancy Duarte uncovers common structure of greatest communicators 11/11/2010. (2010, December 10). [Video]. YouTube. https://www.youtube.com/watch?v=1nYFpuc2Umk

TNTP. (2015). The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved from http://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development

 

 

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