Professional learning (PL) multiplies a schools potential and success, as it increases the skills and knowledge that the staff possess. PL creates a strong learning and teaching community, where personal and collective improvement is valued. Wall and Bonanno (2014) state that it is “imperative that teachers have access to and can participate in capacity building professional learning that directly helps them to teach their students” (p. 21); this is true for all teachers, but for TL’s PL is imperative to the functionality of their position as a teacher, manager and leader. Being a leader within the school, the TL needs to be continually improving their teaching and learning skills, not only for themselves, but also for their peers. A TL needs to be a PL mentor; retrieving skills, information and knowledge from PL and sharing it with others.
How will you manage your own professional learning strategy?
I view myself as an active learner, eager to improve on my understanding and skills for personal and professional gain. I am driven by curiosity and the pursuit of life long learning. I understand that PL goes beyond obtaining knowledge and skills, instead this is an act of expanding these qualities to improve collaboration and consistency between staff and the school community. I seek out opportunities, both provided by the school or through other agencies, to keep up with educational trends (especially information literacy), policies and procedures, assessment models and most importantly the students needs. I am working on challenging myself to build knowledge and skills I already possess. As I am not employed as a TL (yet) I have been building my information literacy skills through watching ASLA and SCIS webinars and reading their resources and information materials. I also follow both these organisations for potential PL opportunities, unfortunately I haven’t been able to attend any due to commitments and finances.
Recently I have been challenged by how I will be able to change the library environment from a stagnant, quiet, research facility, to a vibrant hub for creativity and ingenuity. Since learning about Makerspaces in a previous unit, I have begun researching the ways in which they can be utilised to change the purpose of library spaces and the impact they have on student learning. Undergoing PL in the arts (fine, industrial and textile), technology (coding, digital skills) and T.O.M (Tournament of Minds), I will challenge my skills and knowledge personally and professionally. I will then be able to share the skills with staff and model them to students; impacting on the library environment and its perception.
How will you influence and/or guide the professional learning needs of others?
Ultimately I will don a constructivist’s perspective to knowledge sharing and learning. As a TL, PL will provide me with the necessary skills and knowledge to successfully fulfil my roles and responsibilities. Through collaboration with classroom teachers, these PL skills and knowledge will be constructively transferred and implemented for teaching and learning betterment. I will guide others through co-teaching and sharing what I have learned through the PL and through staff development evenings that I orchestrate; scaffolding their understanding and helping make it their own. I will influence others to perfect their craft by encouraging them to extend their skills and understanding. I will not place unprecedented demands on my team, focusing on carefully improving skills and understanding in small increments, rather than overloading them with information and instructions. As a leader, I will listen to my team and absorb the skills and knowledge they have to offer; as they are as much an influence and guide, as I am to them.
Wall, J. & Bonanno, K. (2014). Learning and literacy for the future. Scan 33(3), 20-28. Retrieved from http://eduwebinar.com.au/wp-content/uploads/2012/05/wall_and_bonanno_learning-literacy-future_Scan33.3.pdf