Appendix B: Professional Development Suggestions

Allow time for change to take place and plan opportunities for dialogue and action planning.

1. Self-reflect. Teachers are encouraged to reflect upon their philosophy of English language arts, instruction, and learning. They might use a checklist or self-reflection guide (samples provided in the curriculum and in Appendix D of this bulletin) or jot down thoughts and reflections in a journal, log, or daybook. What aspects of English language arts instruction do they feel comfortable with and what aspects would they like to learn or change? Classroom Curriculum Connections (Saskatchewan Education, 2001) also provides guidelines and practical tools for curriculum reflection activities.
2. Focus on specific areas for change and set specific goals. As individuals or as a staff, teachers can avoid the feeling of being overwhelmed because there are so many things to do or try. Deciding on a focus for the year and concentrating energies and attention on specific aspects of language arts instruction can result in concrete change and move individuals or staffs to refine and improve their use of the renewed curriculum. Classroom Curriculum Connections (Saskatchewan Education, 2001) provides guidelines and practical tools for curriculum inquiry activities.
3. Plan specific workshops. Plan hands-on workshops for half or whole days, focusing on a language, assessment, or instructional issue, skill, or strategy; on planning effective units or lessons; or on exchanging ideas, instructional strategies, or resources. After an idea, skill, strategy, unit, or resource has been tried and put into practice, plan follow-up workshops to address refinement and evolving needs.
4. Network with other teachers. Being part of a teacher network can be one of the most rewarding activities that individuals can engage in to further their professional development. Identify colleagues in the school or neighbouring schools who might be interested in discussing the renewed curriculum, its challenges, their successes, and their concerns about instruction. Find the time to meet (e.g., once a month) to discuss these areas. Classroom Curriculum Connections (Saskatchewan Education, 2001) provides guidelines and practical tools for curriculum networking activities.
5. Jointly plan and exchange instructional units. Jointly plan or exchange units of study that address the renewed ELA objectives and contexts. Keep the focus on objectives and on specific elements of unit planning such as instruction, assessment and evaluation, or resources.
6. Prepare resource moments, book talks, or resource boxes. Set aside five or ten minutes of each staff meeting for a brief resource moment or book talk about a new professional or student resource. Add the new resource to a box that includes additional resources about a similar topic. Circulate these among colleagues in the school or among several schools. Including an evaluation or comment sheet for each resource allows teachers to give their responses and for others to decide if this is a resource that would be useful for them.
7. Plan for lunch hour or staff meeting videos. Set aside time for teachers to view and discuss professional videos on English language arts instruction or videos that might be used with students. Viewing guides for students could also be developed at these meetings.
8. Involve parents and other members of the community. Plan an orientation session for parents and other members of the community who are interested in English language arts instruction. Discuss the goals and philosophy of the curriculum. Give participants some hands-on experience with the strategies advocated by the curriculum. Encourage participants to look through some of the resources that are used with students.