Project 4 - Project-Based Learning Professional Development

Overview

For this project, I organized a full-day professional development for our TSMA teachers at High Tech High in San Diego, California. High Tech High is a network of charter schools in San Diego that are highly recognized for their school-wide project-based learning program. Through my own professional development, I was able to network and stay in contact with the science/math teachers at High Tech High, North County. With their help, I was able to organize a visit for the TSMA teachers to attend a student-led tour of the school, classroom observations for the entire school day and student exhibition night. The purpose of the visit was for the TSMA teachers to have a deeper understanding of what project-based is and what it could look like. The following school day after the visit to High Tech High, I facilitated a reflective meeting with the TSMA teachers to debrief what we had observed and what the next steps are for our program.

Activities

• Surveyed teachers about needs regarding professional development about project-based learning
• Communicated needs with school administrative leaders
• Collaborated with High Tech High teachers to develop a professional development agenda for TSMA teachers
• Guided TSMA teachers through the classroom observations and student exhibition night at High Tech High
• Facilitated reflective meeting to share observations, learning and next steps for the TSMA program

Reflection

Through this 2-day venture, with reference to my fieldwork supervisor’s observation notes, I found that within our team, we have teachers that are potential leaders. Specifically, during the reflection, Mrs. Johansen took the lead in describing to the other team members her learning from High Tech High’s student exhibition night. Mrs. Verdugo voiced practical next steps for our program and shared insights into the challenges that lay ahead. Both teachers are veteran teachers, having taught for almost twenty years. These veteran teachers obviously have the experience and commitment to improving student learning, disproving the all too common assumption that veteran teachers are jaded and close-minded to continual learning. This makes me reflect back on our course about instructional leadership and how we had discussed providing professional development to educators with adherence to the key principles of andragogy. Professional learning looks differently for teachers depending on their experience, and veteran teachers can play a pivotal role in supporting new programs, given their years of experience and knowledge. I find it perplexing that these two teachers haven’t been encouraged to play more substantial roles in our school leadership team. However, with this newfound knowledge, I can envision where their strengths can come into play in further developing our program to meet our students’ needs.

CPSELS

• 2.3: Guide Professional Growth of Staff (This professional development provided appropriate learning opportunities for the TSMA teachers to develop a deeper understanding of PBL, to better inform their instructional practice.)
• 4.3: Engage and Coordinate Support from Agencies Outside the School (Through networking and maintaining a working relationship with teachers at High Tech High, I was able to mobilize and leverage resources for the teachers at my school.)
• 5.4: Sustain Professional Commitment and Effort (My professional commitment to the program and our teachers’ learning is reflected through the organization of a full-day professional development for teachers, which required much time and coordination with outside entities.)