EDLD-5389
Developing Effective Professional Learning
This course focuses on transforming professional learning by moving beyond traditional “sit and get” models toward more meaningful, impactful practices. Through collaboration, reflection, and application, educators explore how to design and implement professional learning experiences that are ongoing, engaging, and directly connected to classroom practice. The course emphasizes real-world application, empowering educators to create learning environments that support both teacher growth and improved student outcomes.
Alternate PL- Call to Action
The Alternate PL – Call to Action assignment required me to critically examine current professional learning practices and develop a persuasive presentation that advocates for a more effective model. Rather than simply creating a professional learning plan, the focus of this assignment was to clearly communicate why a shift is necessary. Using research, course readings, and personal experience, I was expected to construct a compelling call to action that addressed the limitations of traditional “sit and get” professional development and emphasized the need for a more intentional, ongoing approach. The assignment also required alignment with key principles of effective professional learning, including extended duration, ongoing support, active engagement, leader modeling, and subject-specific learning, while incorporating Duarte’s presentation structure to strengthen the overall message and impact.
For this assignment, I created a presentation that challenges the effectiveness of traditional professional learning and highlights the disconnect between training and classroom implementation. I intentionally structured the presentation to move from the current reality to what is possible, emphasizing not just the problem, but what is at stake if change does not occur. Drawing from both research and my own experience as a special education teacher, I focused on the idea that professional learning often fails, not because of a lack of effort, but because of a lack of sustained support and accountability. I integrated the five key principles throughout the presentation, ensuring that each was clearly connected to real-world application rather than presented as isolated concepts.
Additionally, I was intentional in designing the presentation to be clear, concise, and impactful, allowing the message to take priority over excessive content or design elements.
This assignment pushed me to shift my thinking from simply participating in professional learning to actively evaluating and advocating for its effectiveness. One of the most significant takeaways for me was recognizing that professional learning must be viewed as a process rather than an event. In my own experience, I have seen how strategies introduced in training often do not make it into daily practice without ongoing support. This project helped me connect that experience to research and gave me the language and framework to articulate why that gap exists. The connection can be found within my reflection video. It also challenged me to think more like a leader by considering how to influence others and communicate the need for change in a way that is both clear and persuasive.
Moving forward, I see this work as more than just an assignment. It serves as a foundation for how I will approach professional learning within my own campus and beyond. I am more aware of the importance of implementation, support, and intentional design, and I am better equipped to advocate for practices that lead to meaningful change. This experience reinforced the idea that improving instruction is not just about introducing new strategies, but about ensuring that those strategies are supported, sustained, and effectively integrated into classroom practice.
The presentation and supporting materials I created for this assignment are embedded below.
Presentation with Call to Action--> HERE
Reflection Video--> HERE
References
Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). Tony Bates Associates. https://opentextbc.ca/teachinginadigitalage/
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Dufour, R., Dufour, R., Eaker, R., & Many, T. (2016). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree Press.
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. University of South Florida.
Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. National School Boards Association.
Harapnuik, D. (2016). Why I don’t use checklists, progress bars, & other activity monitors.
http://www.harapnuik.org/?p=8314
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Creating significant learning environments (CSLE). Lamar University.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Stevens, C. C. (2015). The lies about truth. HarperCollins.
TNTP. (2015). The mirage: Confronting the hard truth about our quest for teacher development.
https://tntp.org/publications/view/the-mirage
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Alternative Professional Learning Plan
From “Sit & Get” to “Go & Show”
Innovation Plan Connection:
This professional learning plan is directly aligned to my innovation plan focused on expanding student-centered, technology-enhanced learning through the use of immersive and interactive digital tools, including virtual reality (VR), to increase engagement, deepen understanding, and promote authentic learning experiences.
Rather than introducing technology as an add-on, this PL is designed to build teacher capacity to intentionally align learning outcomes, instructional activities, and assessment while leveraging technology to create meaningful, real-world learning experiences. Teachers will not only learn about the innovation, but will actively design, implement, and refine a lesson that integrates these practices within their own classroom context.
This ensures that the innovation moves beyond awareness and results in measurable instructional change and improved student outcomes.
You can find my Innovation Plan Here.
Big Hairy Audacious Goal (BHAG):
By the end of the implementation cycle, 100% of participating teachers will design and implement at least one student-centered, technology-enhanced learning experience that demonstrates alignment between outcomes, activities, and assessment and provides evidence of impact on student learning.
Audience and Needs:
Audience:
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General education teachers
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Special education teachers
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Instructional coaches
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Campus leadership
Needs:
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Practical, job-embedded strategies
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Ongoing implementation support
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Collaboration and feedback opportunities
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Differentiated support for diverse learners
5 Key Principles of Effective PL:
This professional learning plan is intentionally designed around the five key principles of effective professional learning to ensure meaningful instructional change. Research emphasizes that professional learning must be sustained over time, supported during implementation, actively engaging, modeled effectively, and content-specific in order to impact classroom practice (Gulamhussein, 2013; TNTP, 2015).
1. Duration — Sustained Over Time
A 6–9 week cycle allows teachers to learn, implement, reflect, and refine. Short-term PD does not lead to meaningful instructional change (Gulamhussein, 2013).
2. Ongoing Support
Teachers receive:
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Instructional coaching cycles
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PLC collaboration
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Real-time feedback
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Office hours and check-ins
Support occurs during implementation, not after.
3. Active Engagement
Teachers:
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Design their own aligned lesson
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Engage in modeling and practice
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Participate in peer collaboration
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Reflect on implementation
This aligns with our course discussions emphasizing learning-by-doing.
4. Modeling
Facilitators model:
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Lessons
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Strategies
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Real classroom applications
Teachers see what success looks like before being expected to implement.
5. Content-Specific
PL is differentiated by:
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Grade level
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Content area
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SPED and diverse learner needs
This ensures relevance and transfer to practice.
These principles ensure that professional learning leads to sustained changes in instructional practice rather than temporary awareness.
Collaboration Plan:
Collaboration is a central component of this professional learning model and is embedded throughout the entire implementation cycle.
Teachers will engage in:
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Structured PLC meetings (weekly or biweekly) focused on lesson design, implementation, and reflection
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Peer observation and feedback opportunities
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Collaborative lesson planning aligned to the innovation
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Shared digital workspaces (Google Classroom/Drive) for resource sharing and communication
This collaborative structure ensures that teachers are not working in isolation but are supported through shared expertise, reflection, and continuous improvement. Collaborative, job-embedded professional learning has been shown to significantly increase the transfer of new strategies into classroom practice (TNTP, 2015).
Roles and Responsibilities:
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Instructional Leader/Facilitator: Leads PL sessions, models instructional strategies, provides feedback, and supports implementation through coaching.
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Teacher Leaders: Facilitate PLC discussions, support peers during lesson design, and help sustain implementation efforts.
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Participants (Teachers): Actively engage in designing, implementing, reflecting, and refining their instructional practices.
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Campus Leadership: Provides support through scheduling, resource allocation, and reinforcing the importance of implementation.
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This distributed leadership model promotes shared ownership and increases the likelihood of sustained change.
Instructional Leader / Facilitator
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Leads Phase 1 modeling
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Provides coaching in Phase 3
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Facilitates reflection protocols in Phase 4
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Supports refinement in Phase 5
Teacher Leaders
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Co-facilitate PLCs in Phases 2–5
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Lead peer feedback cycles
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Support colleagues during lesson design
Participants (Teachers)
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Actively design, implement, reflect, and refine
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Share outcomes and artifacts
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Engage in peer collaboration
Campus Leadership
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Provide scheduling and resource support
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Reinforce expectations
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Monitor implementation progress
Instructional Design Approach:
This PL is designed using:
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BHAG → establishes purpose and vision
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3 Column Table (Fink’s Taxonomy) → ensures alignment between:
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Outcomes
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Activities
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Assessment
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This ensures the focus remains on meaningful learning, not task completion (Harapnuik et al., 2018). This approach aligns with research on effective digital learning environments, which emphasizes intentional alignment between outcomes, activities, and assessment (Bates, 2019).
COVA Alignment (Choice, Ownership, Voice, Authentic Learning):
This professional learning experience is intentionally designed using the COVA framework to ensure meaningful and sustained learning:
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Choice: Teachers select the content, standards, and technology tools that best align with their classroom needs.
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Ownership: Teachers design and implement their own lesson aligned to the innovation, rather than following a scripted model.
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Voice: Teachers reflect on their experiences, share outcomes, and contribute to collaborative discussions within PLCs.
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Authentic Learning: All learning is grounded in real classroom implementation, ensuring relevance and immediate application.
By embedding COVA, this PL shifts from compliance-driven participation to empowered, self-directed professional growth (Harapnuik, Thibodeaux, & Cummings, 2018).
Implementation Timeline:
Implementation Timeline Graphic
This professional learning will take place over a 6–9 week implementation cycle, followed by continued support to ensure sustained instructional change.
Breakdown:
Phase 1 (Week 1): Introduction & Modeling
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Introduce innovation and expectations
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Model strategies and share exemplars
Phase 2 (Weeks 2–3): Guided Design
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Teachers design aligned lessons
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Collaborate in PLCs
Phase 3 (Weeks 4–5): Implementation
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Teachers implement in classroom
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Receive coaching and feedback
Phase 4 (Week 6): Reflection & Feedback
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Reflect on student outcomes
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Share with peers
Phase 5 (Week 7): Refinement
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Revise and improve lessons
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Prepare for continued use
This cycle reinforces continuous improvement rather than one-time learning.
Resources Needed:
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LMS or digital platform (Google Classroom, etc.)
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Instructional models and exemplars
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Reflection tools and feedback protocols
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Time for collaboration and coaching
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Leadership support
Resources are selected based on their ability to support implementation and impact learning.
Success Indicators and Measurement:
The effectiveness of this professional learning will be measured using both teacher implementation data and student learning outcomes:
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Teacher Implementation:
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100% of participants design and implement at least one aligned lesson
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Lesson artifacts demonstrating alignment between outcomes, activities, and assessment
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Participation in PLC collaboration and reflection
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Student Impact:
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Increased student engagement during implementation
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Evidence of deeper learning through student work samples
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Formative assessment data aligned to lesson outcomes
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Reflection and Feedback:
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Teacher self-reflection on implementation
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Peer feedback during PLC sharing
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Instructional coaching notes
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Data collected will be used to refine future PL cycles and ensure continuous improvement.
Impact and Purpose:
The purpose of this professional learning plan is to move beyond compliance-based professional development toward a model that results in meaningful, sustained instructional change.
By prioritizing active engagement, ongoing support, collaboration, and authentic application, this plan empowers teachers to take ownership of their learning and implement practices that directly impact student outcomes.
When teachers are supported in designing and refining their own instructional approaches, professional learning becomes a catalyst for innovation rather than an isolated event (Harapnuik et al., 2018).
When professional learning is sustained, collaborative, and focused on authentic classroom application, it is more likely to result in meaningful changes in teacher practice and improved student outcomes (Gulamhussein, 2013; TNTP, 2015).
Continuous Improvement Statement:
This professional learning plan is not static. It will continue to evolve based on teacher feedback, student outcomes, and ongoing reflection to ensure it remains relevant, effective, and impactful.
References
Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning.
https://opentextbc.ca/teachinginadigitalage/
Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high-stakes accountability. Center for Public Education.
https://www.centerforpubliceducation.org/resources/teaching-the-teachers-effective-professional-development-in-an-era-of-high-stakes-accountability
Harapnuik, D. (n.d.). Creating significant learning environments.
https://www.harapnuik.org/
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, ownership, voice, and authentic learning. Pressbooks.
https://pressbooks.pub/cova/
TNTP. (2015). The mirage: Confronting the hard truth about our quest for teacher development.
https://tntp.org/publication/the-mirage/
EDLD-5389
This project represents the development of a comprehensive professional learning strategy designed to move beyond traditional “sit and get” professional development toward a more meaningful, sustained, and teacher-centered approach. Throughout this assignment, I focused on aligning research-based principles, including active learning, ongoing support, modeling, and content-specific instruction, with real classroom application. The strategy is built as a cohesive system that includes a Call to Action, a structured implementation plan, a BHAG with aligned outcomes, and a series of professional learning sessions that guide teachers through design, implementation, reflection, and refinement. The goal of this work is to create professional learning that not only engages teachers, but also leads to measurable changes in instructional practice and improved student outcomes. You can explore my full professional learning strategy here.
Contribution to My Learning and the Learning Community
Score: 98/100
Throughout this course, I have consistently contributed to both my own learning and the learning of my peers through active engagement, collaboration, and leadership. I approached this course with the mindset of a self-directed learner and an emerging instructional leader, which is reflected in both the quality of my work and the role I took on within my learning community. I believe a score of 98 accurately reflects my level of contribution, while still acknowledging that there is always room for continued growth.
One of my strongest contributions to my own learning was my ability to intentionally connect course concepts to my real-world experiences as a special education teacher. Rather than treating assignments as isolated tasks, I aligned each component to my innovation plan and focused on creating a professional learning strategy that could be realistically implemented on my campus. Through this process, I deepened my understanding of key concepts such as the five principles of effective professional learning, COVA, and alignment through the 3-column table. I also made meaningful revisions based on feedback, particularly in strengthening how I connected the components of my professional learning strategy into a cohesive system.
In addition to my individual learning, I played an active leadership role within my learning community. I consistently facilitated group discussions by initiating conversations, responding thoughtfully to peers, and helping to keep dialogue focused and productive. I took ownership of ensuring that discussions moved beyond surface-level responses by affirming ideas while also asking questions or offering suggestions that encouraged deeper thinking. Through this role, I contributed not only to my own understanding, but also supported the learning and engagement of others in the course.
I also made it a priority to provide timely, meaningful feedback to my peers. My responses were intentional and constructive, often highlighting strengths while offering specific suggestions to strengthen alignment, clarity, and overall impact. Engaging with my peers’ work allowed me to see different perspectives and approaches, which in turn helped refine my own thinking. I consistently met deadlines and actively engaged with course materials, including readings, videos, and supporting resources, using them to support my ideas when appropriate.
My base group consisted of Chatana Battles, Kayla Matlock,
Aundrea McAfee, and Kaleigha Martin. I consistently collaborated with them through discussion posts and feedback exchanges. These interactions were valuable in helping me refine my thinking and expand my perspective on professional learning design. The collaborative nature of this course reinforced the importance of shared learning and collective growth.
While I am confident in the strength of my contributions, I recognize that I can continue to grow by further extending discussions and creating even more opportunities for deeper dialogue. Moving forward, I want to continue developing my ability to facilitate conversations that challenge thinking and promote even greater levels of reflection within a learning community.
Overall, this course has strengthened my ability to think and act as an instructional leader. I now approach professional learning with a greater level of intentionality, focusing not only on engagement, but on sustained implementation and impact. My contributions reflect my commitment to both my own growth and the growth of those around me, which is essential in creating meaningful and lasting change in education.
Artifacts Supporting My Learning:
References:
Fink, L. D. (2013).
Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018).
COVA: Choice, ownership, voice, and authentic learning. Pressbooks. https://pressbooks.pub/cova/