In this tutorial, I'll guide you through the process of reflecting on the implementation of a survey in the context of your professional development plan. As we go through this process, I'll model some reflecting based on my own experiences, but I definitely encourage you to do some reflecting of your own at each step of the process. We'll begin with just some overarching topics for reflection, but then we'll take a closer look at the alignment of professional development with the adult learning theories that we've learned in this course. And then we'll also take a closer look at using surveys in the context of professional development.
So let's begin with just those overarching topics for reflection. As we're reflecting, we want to keep in mind the potential changes or potential impacts on teacher growth and development that are based on all of these new skills that we've learned in practice throughout the course. One of the skills that we worked on was developing a survey focused on professional development.
So an important skill that we practiced here was analyzing a survey for validity and reliability, and to make sure that that survey is not biased in any way. So as you look back on the survey that you implemented, how confident were you that it was free of bias, and that the questions were high in validity and reliability? Before you implemented your survey, you went through this process of analysis, but let's do some reflecting now after the fact.
After implementing your survey, did any of your questions surprise you? Were there any questions maybe that you thought were free of bias but that ended up appearing as if maybe there had been some element of bias still included in the question? Next, let's reflect on any revisions that you might have suggested to your professional development plan, either as a result of learning about the adult learning theories in this course, or as a result of the analysis of your survey data.
When we talked about that process of analyzing and then reporting on the results of your survey data, we shared some tips for effectively communicating this information to others and even for taking it to the next level and suggesting possible revisions to a professional development plan. So if you did begin the process of suggesting revisions to your plan, reflect on that at this time. Where are you in that process? How is it going so far? Or if you're just in maybe the planning stages, what might your next steps be in suggesting those revisions?
As you're thinking about your professional development plan and the survey that you use to gather data, think about those elements in the context of all of the adult learning theories that we learned about in this course. We really did focus on andragogy and Knowles' six assumptions of learning. But we also spoke at length about self-directed learning theory and transformational learning theory. And so all of those adult learning theories really can help guide us in this reflection process as well.
So in that frame of mind, think a bit more about what other types of information you could glean from your survey. For example, one of Knowles' six assumptions of adult learners that really speaks to me personally is assumption number six, the need to know. I find that I am very driven by this need to understand exactly why I'm learning a new concept or a new skill. And conversely, I can sometimes find myself having trouble getting motivated to participate in or to be enthusiastic about a new professional development opportunity if I really don't understand the purpose.
And so as you are thinking through Knowles' six assumptions of adult learners, maybe you can identify some areas in your professional development plan where the data in the survey actually might help you to identify some areas of misalignment with those six assumptions. And as you're doing some more of this in-depth data analysis, think about any additional changes in your professional development plan that might be prompted by this analysis.
So let's look even a little more closely at this idea of aligning our professional development to those adult learning theories. We've really seen in this course how alignment with adult learning theories can help to improve the overall design of professional development. If we are supporting the six assumptions of adult learners that Knowles outlined, and if we are honoring the ideas behind self-directed learning theory and transformational learning theory, we really are working to create professional development experiences that are seen as more valuable by the learners who are participating in them.
So with that in mind, take a moment to reflect about how you might approach future professional development differently in order to be more in alignment with these various adult learning theories. We've seen how using surveys in the context of professional development can help us to more clearly identify the specific needs and wants of the staff members who are taking part in that PD. So it's helpful to reflect on the lessons that you learned through conducting your survey, and to think about whether you would use the survey again. And if so, consider, what would you do differently?
I know an issue that I have had in the past when administering surveys is that I have actually made assumptions about the level of technological knowledge or skills that the survey participants are bringing with them. And I've had participants in the surveys end up frustrated, and in some cases, even not participating at all because they couldn't figure out how to get the survey to open on their computer, or they couldn't find the link, or they couldn't find the email in their inbox.
And so that surprised me, that I needed to also think about those elements. It wasn't just about finding the tool that was going to be the most slick for me as the survey creator on the computer, but that I also needed to spend some more time carefully thinking about exactly how I was going to deliver that survey to the participants and make sure that they felt supported throughout the process. So for me personally, I still would intend to keep using the same digital tool in the future. But again, I really do need to keep in mind the needs of these survey participants as I'm doing so.
So let's sort of zoom out again and look at the big picture. As a result of your survey data, what changes might you suggest for your school's professional development plan? What are your next steps going to be? For example, if my survey data indicated that teachers in my school have an overwhelming desire to learn more about project-based learning, then my next step might be to speak with my curriculum director, my principal, or whoever the appropriate contact person would be in my district to chat about the possibility of implementing some project-based learning into upcoming professional development opportunities.
So here, I'll really encourage you to stop and reflect. Use the knowledge you've gained throughout this course to consider how this learning process is going to influence your future actions and your future decisions in the areas of professional development and adult learning theories. Take a moment to identify the single most significant element of learning from this course that you can really apply to your future plans.
As you reflect on how this new information can be applied, you may want to explore the additional resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skill set. Thanks for watching. Have a great day.
(00:00 - 00:44) Introduction
(00:45 - 04:44) Topics for Reflection
(04:45 - 05:38) Alignment of PD to Adult Learning Theories
(05:39 - 08:07) Using Surveys in the Context of PD
(08:08 - 09:03) Stop and Reflect
Reflective practice as part of teachers' professional development
In this post, Simon Nash emphasizes the importance of reflection in teacher growth and development. He also offers a reflective cycle for teachers to consider in their own reflective practice.
http://tlcommunityunitec.ning.com/profiles/blogs/reflective-practice-as-part-of