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Just like students, adult learning also have preferences in how they learn best. There are many different forms of professional learning that can occur based on different factors such as educators' needs, learning preferences, and the intended outcome. Job-embedded professional learning occurs during the workday setting. Active engagement allows for educators' to shape their own learning by choosing the what and how.

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Some of the faculty meetings at my school allow teachers to choose the topics that they are interested in attending. Before students begin in September and during professional development days, teachers are given choice in time and content of meetings to attend.

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A constant trend that I am noticing is the need to choice in content and process, just like we allow for students. As a leader, I think it is important to survey teachers in the school to determine strengths learning preferences in order to maximize participation and effectiveness of professional learning.

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We expect our teachers to engage and entertain the students in order to keep their interest and motivation of our children and we must also expect the same of adults and professional learning opportunities. Sitting and listening to a lecture may not be the best way to learn new information for each professional. We need to consider the learning styles of teachers just as we consider the learning styles of our students. We also need to personalize the experience to the outcome, each Professional Learning Experience CANNOT be the same if we wish for it to be effective.

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We have had a couple opportunities over the years where we have had different opportunities to join Professional Learning Experiences within the school by choice and those have been some of the best professional learning that I have been a part of, but unfortunately is has only happened a couple times.

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I would allow for choice when deciding on professional learning. I would allow for the possibility of stations or a sign up and allowing teachers to request certain opportunities. If the teachers are interested enough to spend time learning about something new, than we can expect a better outcome when it comes to implementation. The trainings could also be during the school day so we are not expecting teachers to stay after school without compensation.

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The professional learning must be engaging, authentic an allow for various modalities to learn. As educators, we are strongly edcourage to provide multiple means of representation, expression, incorporate P21 skills, etx. The same should be modeled during professional learning.

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Our school has tried to offer choice in professional development. There were several choices offered on AVID strategies. Staff could sign up for 2 different sessions they were interested in learning about. The school district also offers choice in professional development at the beginning of the year. The Professional Development Day has many options and topics to chose from. Some presenters are better than others :)

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I would offer choice as far as pd is concerned. I also have been a presenter. I have learned through unpleasant experiences what I did not want to do during pd.  I want the participant to be actively engaged and walk away with a solid, basic understanding of the content/concept. I structure the pd to allow time for the basic presentation and then exploration of concept. I find the participants walk away feeling good about what they learned.

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Learners and leaders must consider the desired outcome of the learning experience. Using multiple designs in a low risk environment allows information to be easily transferred to the classrooms. It is relevant to include the article states "Learning designs that occur during the workday and engage peers in learning facilitate ongoing communication about learning, develop a collaborative culture with peer accountability, foster professionalism, and support transfer of the learning to practice." This is also critical to know.

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In our school we have created surveys that asks for staff preference for development and from that list created a series of professional learning opportunities and provides learner choice. This was very successful because the instructors were peers that generally would not have heard from in the larger groups.

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As a leader I find benefits of active learning. Using active learning the observers can immerse themselves in your passion and commitment to the topic by the engaging activities. Active engagement allows educators to construct personal meaning of their learning, and become invested in their learning. Active learning processes promotes deep understanding of new learning and increase motivation to implement it. This is the take away we need.

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Adult learners are more engaged in content when it can be applied to their personal teaching or working experience. If they are not actively engaged, they "turn off" their brains so to speak and only listen but not retain and process what is being taught. "Through active engagement, educators construct personal meaning of their learning, are more committed to its success, and identify authentic applications for their learning." Without that personal meaning and commitment to success, there will not be authentic applications in their roles.

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From personal experience, most of our Professional Development sessions are more like training that lead to no authentic learning or meaning to by role as a teacher. They try to feed us info with no authentic application and therefore are learned then forgotten. If we had choice in our learning this would lead more so to that important application piece.

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As a leader I would need to think of personal strengths of my learners, think about what it is that they need to learn, structure my learning experience around engagement, analyze, evaluate, and synthesize the information, and then finally give them the opportunity to apply that authentic teaching in their roles.

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Learning designs for professional learning can be on-going during the work-day or as an individual entity. In order for it to be the most effective, a strong design is structured and organized into allowing professionals to choose which path to follow so they can make connections and allow for feedback as they learn. Collaboration and reflection are strong components within learning design.

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Our school has teacher-led professional development sessions that are optional. We can sign-up for any session we are interested in.

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As a leader, I would want to create on-going sessions where I could meet with other teachers to practice new strategies, support them implement ideas in the classroom, and reflect on the outcome. I also would want to continue with the concept of choice-based professional development opportunities.