5389 - Developing Effective Professional Leadership
As a teacher with a degree in biology and a decade of experience teaching middle school science and high school architecture and construction, I’ve had the privilege of mentoring many new educators and participating in numerous training programs aimed at supporting their development. However, I’ve consistently found that these programs often fall short due to limited time for collaboration and a lack of in-classroom, hands-on support. My experience has shown that the most impactful professional learning happens through modeling, real-time feedback, and consistent guidance within the teaching environment, not in isolated sessions away from the classroom. Unfortunately, the current model of professional development, combined with the growing pressures of the profession, has contributed to a significant teacher shortage, ultimately harming student outcomes. As a team leader, I’ve built strong relationships with students, colleagues, contractors, and local businesses, leading to successful career pathways for many of my students. To truly support educators and improve outcomes, we must reimagine our professional learning practices to provide practical, embedded support that restores teaching as a rewarding and sustainable career.
Why:
The experience of watching our construction program grow through an apprenticeship-style model moves beyond traditional learning by emphasizing tactile methodologies, and my continuous professional development. The results have been invigorating, as these students have developed into confident operators and emerging leaders in the community. While mentorship remains a respected and essential practice grounded in shared experience, I know that blending it with the practical, skill-building nature of apprenticeship creates a more effective and lasting support system for today’s future citizen leaders. The same goes for teachers and administrators district-wide. Being on multiple campus leadership committees, I’ve observed the greatest impact when professional learning promotes collaboration across departments and provides opportunities for teachers to learn together in real classroom settings.
What:
In my Alternative Professional Learning (PL) plan, I propose integrating this apprenticeship-based approach into a broader framework for teacher growth. The plan begins with a presentation designed to spark reflection on our current support systems and encourage staff to consider new ways to empower educators. The adjoining video brings personal insights and the deeper purpose behind the plan to life. While the live presentation is interactive and visually engaging, I’ve also provided a streamlined PDF version for professional documentation. If implemented correctly, the example using mathematics translates through all targeted learning. This initiative's chronology is driven by optimism and a firm belief: to retain and uplift teachers, we can rethimagine professional learning as a collaborative, hands-on journey grounded in real classroom experience.
How:
I utilized multiple platforms in the design of all aspects of this project. Canva was utilized in creation of the imagry. Power Point was the root platform of my presentation along with its built in recording capabilities. Loom was used in the process of recording my video and audio recording for the animated slideshow.
References:
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Giving Compass. (2025). Giving Compass: Give with greater impact. https://givingcompass.org/
Goodwin, B. (2015). Research says/Does teacher collaboration promote teacher growth? Educational Leadership, 73(4), 82–83. http://www.ascd.org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher-Collaboration-Promote-Teacher-Growth%C2%A2.aspx
Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. Center for Public Education. http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf
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Learning Policy Institute. (n.d.). Learning Policy Institute. Retrieved June 30, 2025, from https://learningpolicyinstitute.org/
Michelson, J., Gallagher, R., Markholt, A., McDermott, J., & Rooney, L. (2019, March). Making the case: Transforming teacher professional learning [Guidance brief]. University of Washington Center for Educational Leadership. Retrieved June 30, 2025, from https://info.k-12leadership.org/hubfs/documents/guides/CEL-making-the-case-for-teacher-professional-learning.pdf
Rucker, K. (2018, February 12). The six flaws of “traditional” professional development. Getting Smart. Retrieved June 30, 2025, from https://www.gettingsmart.com/2018/02/12/the-six-flaws-of-traditional-professional-development/
Sheninger, E. (n.d.). A principal’s reflections. Retrieved June 29, 2025, from https://esheninger.blogspot.com
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