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some staff may feel that PD is a necessary check box (but I do believe most of the team looks forward to it)

Part time instructors and varied teaching schedules makes common meeting times challenging

Support and follow up after implementing new methods…we are a small team split over multiple locations…it can be a challenge for me or the Program Director to provide classroom support for each instructor while also carrying our own teaching schedule.

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it feels like the program has went through so much change in the last 2.5 years, we are in a constant whirlwind.

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I feel like participants arent excited about doing anything with PD its more of just something everyone feels like we have to do and not something we want to do.

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Some participants are reluctant to buy in to professional development.

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finding PD that is relevant to an expieranced staff.

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Since our team has two groups instructors and program coordinators it's sometimes to talk about instruction and keep the coordinators engaged if they are not in the classroom.

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Resistance to change; teacher(s) who feel they "own" their ideas and hold onto them, with resistance to change.

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Resistance to change; teacher(s) who feel they "own" their ideas and hold onto them, with resistance to change.

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The biggest barrier that we have is scheduling/varied levels. Then we had too many PLC meetings to plan/diversify.

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Our team is rather small- we are all stretched thin and finding time to get together to work on PLC is difficult. Additionally, we have instructors at varying levels of tenure which can cause different levels of buy in.

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Implementing PD that is relevant to a variety of instructors (different content areas, ESL vs. ABE, beginning vs. advanced learners, etc)

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Due to limited staff, it has been challenging to get everyone to have the same time to participate.

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lack of enthusiasm to participate

Hi, Maybe requesting ideas from the staff as to what they would like to see covered during the meetings would make them more excited about the subject

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buy in to using standards and tools that to improve instruction with seasoned staff who are somewhat resistant 

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buy in to using standards and tools that to improve instruction with seasoned staff who are somewhat resistant 

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Sometimes it is difficult for instructional and non-instructional groups to find "common ground" even though what each group does directly impacts student success, just in different ways.

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Blending local PD needs with the requirements from the Division so that PLC work is cohesive and tasks are not overwhelming

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Having some instructors not on board with instructional changes that need to occur in order to meet program goals and student outcomes. 

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Having some instructors not on board with instructional changes that need to occur in order to meet program goals and student outcomes. 

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Time

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Time to implement changes.  We have a small staff who wear lots of hats throughout the day.

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Time to implement changes.  We have a small staff who wear lots of hats throughout the day.

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Making PD interesting so that instructors want to attend and also relevant so that it is useful to the instructors' practice.

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we have a small group and have seasoned as well as newer teachers. Differentiation is a must. Seasoned teachers are at times reluctant to change

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Access to functional technology and internet access 

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Access to functional technology and internet access 

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Timing of submission of plan is at end of summer-- hard to get all active teachers involved over summer.. very reduced staffing

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Timing of submission of plan is at end of summer-- hard to get all active teachers involved over summer.. very reduced staffing

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Organizing a time that works for everyone.  Especially since so many instructors are part time, and have other responsibilities and obligations.
A possible suggestion may be to incorporate a doodle poll with optional times and allow everyone to pick a time.

We have the same problem, and I do a lot of recordings and follow up webinars to help out too!

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All instructors are part-time, so often it is difficult to ask them to commit to more work.

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Time to collaborate together as a team to evaluate goals and outcomes

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Limited time to keep up with changes the occur more rapidly and affect what we can do or want to do and affect the students' commitment and ability to participate in our classes

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Our biggest challenge this year is the varying skills of our instructors in delivering high quality CCRS aligned hybrid and/or remote instruction. However, I am amazed at what they have learned and implemented since we first went remote in March. I also am impressed with the efforts of the students to learn and engage as well.

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Instructors teaching at all different times.
Getting buy-in from part time staff

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some instructors fill they don't have time for PD, trying to share that it will be benefit them and can be useful.

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Challenge
Challenge
Some instructors see PD is extra work rather than help and are reluctant to incorporate it in their instruction and actually give it a shot. 

True that----- I think we need their buy in at the very beginning-- all teachers want their students to succeed.-- so they need to make the plan.  They also need to get paid for taking the time, if they are ancillary.


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One of the biggest challenges is providing PD that encompasses the range of instructor’s abilities. We have found that when we focus on technology integration especially, it is difficult to teach to the middle,  while making the session beneficial (without overwhelming some).

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The challenges we are facing are the same as others across the state and country. Instructors are often discouraged because of low student attendance, switching back and forth between in-person and remote learning, and coping with sick family members and their own health. As far as PD, I think the instructors are overwhelmed because not only are we focusing on improving our math curriculum to increase EFL gains, but they are also learning new programs and technology to best help their students.

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Our biggest challenge right now is actually student participation due to covid-19. PD is wonderful but hard to implement sometimes because we don't have the online or in class participation to put things into practice.

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Staff turn over. A lot of teachers aren't liking teaching on line and we have lost a couple this year. Hard to catch up new teachers

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Funding to pay ancillary teachers for professional development

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Funding to pay ancillary teachers for professional development