About the Professional Learning Modules

A ‘professional learning module’ is a focused approach to professional development content.  The content is designed to address adult learning principles as well as uphold specific characteristics of high quality professional development.   Additionally, the professional learning modules focus on implementation at the classroom level.  While building and district level systems do affect classroom level implementation and materials should be aligned with systems theory, the focus is on implementation at the classroom-level.

The following outline was used to structure the development of the professional learning modules.  The outline incorporates the elements of high quality professional development which includes consideration for adult learning principles (Archibald, Coggshall, Croft, & Goe, 2011; Duda, Van Dyke, Borgmeier, Davis, & McGlinchey, 2011; Dunst & Trivette, 2009; International Association of Learning Educators, 2011).

Table 1. Professional Learning Module elements

Component

Purpose

Examples of Content

Preparation Provide opportunity for learners to engage in the content prior to the formal training
  • Learning objectives
  • Expectations for the training
  • Preparatory reading Reflection exercise
Opening & introductions Provide an overview of the day, including reviewing learner objectives, outcomes, and essential questions
  • Session at-a-glance
  • Introductions
  • Essential questions
  • Norms
  • Pre-assessment
Why the topic is important Review the basics and relevance to student learning
  • Implications for student learning
  • Ways implementation aligns with MO Learning Standards
Overview of the topic Provide learner with core concepts, terms, and vision for implementation.
  • Core concepts
  • Glossary of terms
  • Implementation example
Unpacking the topic Explore the core components and implementation steps.
  • Detailed description of the core components
  • Rationale for components
  • Detailed implementation steps
Topic in practice Provide opportunity for learners to discuss what application in the classroom looks like.
  • Detailed description of what implementation looks like
  • Group discussion on what implementation looks like in a variety of contexts
  • Measuring fidelity
  • Using data to inform practice
Topic in action Explore ways for the learners to incorporate the new knowledge and skills into their teaching.
  • Reflection on what implementation would look like in their classrooms
  • Discuss and problem-solve potential challenges to implementation and fidelity drift
Assessment & reflection Provide opportunity for the learners to reflect on their learning and potential implementation challenges.
  • Post-assessment learner knowledge
  • Reflect on personal teaching context and implementation
Closing & follow-up Provide opportunity for learner to outline their implementation steps and plans for follow-up coaching.
  • Template for outlining implementation steps in personal teaching contexts and follow-up coaching
  • Additional resources for further learning