Mindy Cairney

I'm going to do this post a little bit different.  Since I no longer am a classroom teacher, I'm going to try and imagine what teachers would like to experience during a professional development session.

First of all, teachers would like to have a voice in what they are learning and if the topic isn't of interest to them, they would rather be catching up on work or learning about something more meaningful to them. I can imagine they would like to provide insight on what their needs are prior to attending a session. Learning styles vary with teachers, much like they do with students. Some teachers like to have a step-by-step procedure where they are walked through a new strategy/tool. Some teachers prefer to be pointed in the right direction and then set loose. Teachers also like time to explore because in their regular day they are caught up in the chaos of everyday schedules and needs. Providing a more 'Choose Your Own Adventure' type session might be the best way to accomplish meeting the needs of the different learning styles. Allowing teachers all of the resources upfront so they can work ahead and ask questions as needed (perhaps through a backchannel) as I work at a slower pace for teachers that need more support.  

To add to that, it would be beneficial to have teachers set at least one goal for their learning. I always think, "If they can get just one thing out of this session, I've done my job." But that's putting the responsibility on my plate and I'm not sure the responsibility is solely on me...

I often think of it from the teachers as the students point of view as well.  Sometimes I think kids might be easier in personalizing and knowing what they want to learn.  
The challenge I often find is people get comfortable in doing things the same and don't find the need for changing.  Sometimes the greatest challenge is creating that desire to learn and try something new.  To break out of the rut and realize that while it might be more work, the rewards are worth it.  It's lighting the fire of learning that sometimes gets harder for adults than kids.