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Fraction concepts begin in K-2. K-2 teachers should also be involved in the planning

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Fraction concepts begin in K-2. K-2 teachers should also be involved in the planning

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Job embedded support is powerful.

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I am typically given the topic for PD with extremely limited time to do it....so fast that it is hard to be productive.

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I am typically given the topic for PD with extremely limited time to do it....so fast that it is hard to be productive.

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Helpful to have an administrator who gets the job of coach

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Helpful to have an administrator who gets the job of coach

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Teachers need to own PD by putting out ideas of their needs

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Importance of Teacher buy in to the agenda

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Importance of Teacher buy in to the agenda

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When do you find the time to involve teachers in the planning process?

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The ones that need it, don't show.  I have mixed results with asking teachers what they w

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The ones that need it, don't show.  I have mixed results with asking teachers what they w

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Sustaining the sessions across the year are important?  How?

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balance between topic and usefulness,  teachers often want immediate satisfaction..give me something I can use tomorrow

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balance between topic and usefulness,  teachers often want immediate satisfaction..give me something I can use tomorrow

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Coach principal partnership. What about principal as a coach?

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Respecting the need to implement curriculum with fidelity when teaching to meet student needs.

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Same old challenges -different story

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Teachers want to be involved but do not always engage when given the opportunity

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Teachers want to be involved but do not always engage when given the opportunity

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Connecting optional learning with required learning

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Connecting optional learning with required learning

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How do we connect the ones that people choose to come to with the ones that folks have to attend?

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Teachers must be involved.

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It's really difficult when you are assigned the PD by the administration and they are just filling a time block instead of choosing PD that is a real need or want for teachers.

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"The activities were cute but it would have been nice i
f we were involved"

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Need to find time to engage all Ts in the discussion about what will help them.

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Need to find time to engage all Ts in the discussion about what will help them.

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I think there are so many tasks, so many teachers to work with when there are different (multiple) buildings involved

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I think there are so many tasks, so many teachers to work with when there are different (multiple) buildings involved

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If I said it then teachers should know it....

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If I said it then teachers should know it....

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There is a need for Professional learning that is quick.

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Involving and engaging teachers and challenges of finding time and sustaining work

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Teacher ownership of PD
Learning to guide from side. Facilitate teacher learning.

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Engaging the teachers that need to come but do not

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I have similar frustrations.... a-e are questions I reflect on often..

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It's important to reflect on your own classroom experiences and think through the lens of a teacher before planning professional learning

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How do we facilitate plc in which teachers have ownership, just like we want for students in the classroom.

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Finding time for the sessions and follow up is a c
hallenge

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How to stick to one initiative

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"Was a mathematics specialist/leader before he became an asset 

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"Was a mathematics specialist/leader before he became an asset 

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PD seems to be something that is "done to teachers" rather than "done with teachers".  With the "one and done" model, there is no opportunity for follow-up or accountability.  Teachers will often go back to what they've always done.  Our region is really working on ongoing, job-embedded PD.

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Some want stuff and minimal participation, others want to participate and develop own stuff

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Often, we can get caught up in what WE think teachers need, that we forget to think about what TEACHERS think they need

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The knife edge balance of meeting the principal's expectations and teacher involvement.

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Double edged sword of teacher involvement

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Double edged sword of teacher involvement

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How do we make sure that teachers are involved in the planning and execution of professional learning and make sure that we hit the needs that we know need to be met (but they might not want to address)?

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Teachers voices are so often ignored and topics are planned for them. It's insulting to people who spend their days on the front lines to have admin/others assume they know what is needed.